tag:blogger.com,1999:blog-45130906449945493932024-03-13T11:56:27.079+08:00Informative flightsDocumenting my learning, musing, assignments and discoveries.deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.comBlogger170125tag:blogger.com,1999:blog-4513090644994549393.post-63371429960950814232016-10-17T08:24:00.000+08:002016-10-17T08:29:20.274+08:00How and to what extent can social intervention make a difference in boy’s reading motivation and skills at primary level?<div dir="ltr" style="text-align: left;" trbidi="on">
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1. Introduction and Context</h1>
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1.1 Context of the case study report</h2>
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This case study is a post-hoc and ongoing action research analysis of an apparently successful reading club for primary school boys in an international school in Singapore. After the first year of operation – 2015/6, the club received positive feedback from teachers, parents and the members themselves. Drawing on the academic context of reading motivation, reading skills, and the role of social belonging in motivation and academic achievement, the study attempts to unpack whether the perceived success is grounded in verifiable data and if further analysis in combination with peer reviewed academic research can further improve practice and allow generalisation to other groups.<br />
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The importance of reading to academic achievement and the reciprocal relationship between reading motivation, ability, self-efficacy and skill is well documented (De Naeghel, Van Keer, Vansteenkiste, & Rosseel, 2012; Förster & Souvignier, 2014; Retelsdorf, Köller, & Möller, 2014). Alas, so too is the fact that boys persistently lag girls in reading level at every grade and are more likely to be reluctant readers or aliterate – able to read but not willing to do so (Hamston & Love, 2005; Loveless, 2015; Maynard, 2011; OECD, 2014; Retelsdorf, Schwartz, & Asbrock, 2015).<br />
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According to motivational research, belonging, or relatedness, along with autonomy and competence are considered basic essential ongoing needs. In the school context, belongingness correlates with student success, as students have a more positive academic attitude and are more engaged. But boys are less likely to have a sense of belonging (Dweck, Walton, & Cohen, 2014; Goodenow, 1993; Osterman, 2000).<br />
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The substantial body of literature on reading motivation, particularly as related to reluctant male readers can be summarized briefly as follows:</div>
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<li>Extrinsic motivation in the form of physical, achievement or emotional rewards for reading is considered less effective in the long term than intrinsic motivation where reading is its own reward (Guthrie et al., 2007; Logan, Medford, & Hughes, 2011; Schaffner, Schiefele, & Ulferts, 2013; Stutz, Schaffner, & Schiefele, 2016).</li>
<li>Young students can gain social currency by “knowing stuff”, sharing books and reading however this diminishes around grade five as a result of peer devaluation of reading (Proctor, Daley, Louick, Leider, & Gardner, 2014).</li>
<li>Self-concept/efficacy – the belief in one’s own ability is usually overstated in boys and understated in girls and changes over time (De Naeghel et al., 2012; Förster & Souvignier, 2014; Klauda & Guthrie, 2015; Marinak & Gambrell, 2010; Retelsdorf et al., 2014). There are critical moments in this respect such as when students switch from “learning to read” to “reading to learn” (mid primary) and when reading load increases (upper primary) and low reading self-concept may result in work avoidance when students begin to avoid reading tasks due to low motivation and/or reading difficulties (Lee & Zentall, 2015).</li>
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1.2 School Context</h2>
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The case study takes place at the primary school campus of an international school in Singapore with 620 students from Kindergarten to Grade 6. Up to a quarter of the students may be English Language Learners (ELL) and more than 40% of the students are bilingual. Student turnover in an international school can be up to 25% a year, making individualized longitudinal data collection difficult. The schools’ MAP (Measures of Academic Progress) testing, a computerised adaptive test of reading and mathematics (NWEA, 2016) mirrored global data (Loveless, 2015; Mullis et al., 2012; National Literacy Trust, 2012; OECD, 2014) in that boys lag girls in literacy at every grade while outperforming in mathematics.<br />
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At the beginning of the 2015/6 school year, the teacher librarian (TL) identified a number of ‘lost’ boys in grades 3-6 with little interest in borrowing books or reading. In response, a social club “Blokes with Books” (BWB) reading club was formed with voluntary membership led by a young male digital literacy coach with support in the background by the TL.</div>
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1.3 Case Study Purpose</h2>
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The expected outcomes of this project are to reach a better understanding of a group of students as readers and to inform best practice going forward. The label of “reluctant” by teachers, parents or librarians may mask a more complex interplay of factors including motivation, gender or other attitudes towards reading, (Love & Hamston, 2003; Martino, 2001; Mc Kenna, 1990) or underlying problems with reading skills, either as a result of teaching deficits or reading, learning or language issues (NEPS, 2012; Norton & Wolf, 2012; Scanlon, Gelzheiser, Vellutino, Schatschneider, & Sweeney, 2008; Silinskas et al., 2016; Zentall & Lee, 2012). The role of belonging to a social group as having a positive impact on boys at pivotal moments for reading and academic development is also a consideration (Osterman, 2000).</div>
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1.4 Case Study Questions</h2>
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The main question is: <em>“How and to what extent can social intervention make a difference in boy’s reading motivation and skills at primary level?”</em> A number of sub-questions were designed:</div>
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<li>Is there any difference in reading progress between boys belonging to the BWB club and their peers?</li>
<li>What is their attitude to reading and their self-concept as readers?</li>
<li>Is there a difference in the number of books they read?</li>
<li>Can digital technologies enhance reading experience or motivation for this group of students?</li>
<li>How can the school best use data analytics to inform practice?</li>
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2. Methodology</h1>
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2.1 Method and Participants</h2>
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This was a qualitative, exploratory individual case study using data available from the school, supplemented by surveys, observations and interviews. The case study method is recommended where research is description, bounded, real-life with less control from the researcher and phenomena is studied in its context in order to develop theories or interventions and evaluate programs (Baxter & Jack, 2008; Gerring, 2004).<br />
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Participants were student members of the BWB club in September 2016 (n=24, ELL=3, all male, Modal age 10y0m, range 9y7m to 11y1m) and/or who had been members of the club since its inception in September 2015 (n=17). Where available, comparative data from all G5 students was used (n=71, ELL=9, male=36, female=35, Modal age 10y7m, Range 9y7m to 11y5m).</div>
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2.2 Data Collection and analysis</h2>
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Prior to the study a consent form was provided to the BWB students’ parents (Appendix A, n=24), and the head of school was asked for permission do the case study and to use aggregated student data. Beside the survey and reading assessment data, comments of the BWB coordinator, teachers and parents were taken into account.</div>
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2.2.1 Reading ability</h3>
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All mainstream (non-ELL) students from Grade one do in-class teacher-led reading assessments (RA) in September, January and April. A variety of benchmark tests are used so data were standardized to Lexile measures (Appendix E). Since the majority of the BWB students were currently in Grade 5 (n=24), it was decided to focus on the data of the 2015/6 Grade 4 cohort into Grade 5 in 2016/7 who were still at the school in September 2016. Students were coded as male (1) or female (2) and as being a member of BWB (BWB#) for the full year 2015/6 and start of 2016/7 (n=17) or just 2016/7 (n=6).<br />
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The second, comparative set of quantitative data came from the triannual NWEA MAP testing of all non-ELL students from Grades three to eight in mathematics and reading. The reading component includes a RIT (Rasch unit) score for the whole school by grade, by gender (Appendix G). Individual reports include an equivalent Lexile range and a growth rate compared to a growth projection.<br />
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Using both the RA and MAP test results, BWB students’ progress could be tracked over the years using two different test measures and also be compared to their peers.</div>
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2.2.2 Attitude and self-concept</h3>
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The Elementary Reading Attitude (ERA) survey as adapted by Jung (2016) to measure effects of masculinity on motivation (Appendix B) was administered (n=23) during a BWB meeting by the coordinator. All G5 students took a reading self-concept survey “Me as a Reader” (MAAR) either in class or at home, using the nine self-concept questions from the MRP-R test (Malloy, Marinak, Gambrell, & Mazzoni, 2013) - Appendix D.<br />
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The ERA and MAAR survey results were rated on a Lickert scale with scores of one to four given for least positive to most positive responses. ERA questions were identified as either reading attitude or male reading attitude related (10 questions each). Statements were then ranked in order of most to least favourable to make inferences on student attitudes (Appendix C). Likewise, students were given a total “self-concept” score based on their responses.</div>
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2.2.3 Reading Volume and digital technologies</h3>
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Library circulation statistics were downloaded from the Follett Destiny library system. Lesson plans and attendance sheets were available on a shared google drive and informal observation and documentation by photo and video was also done.</div>
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3. Findings and Discussion</h1>
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Parents and teachers were very enthusiastic about the effect of the club on students (Appendix L). It would appear that this school-wide club was more effective in meeting student social belonging needs and motivating them to read than efforts in individual classrooms. It is a non-threatening, non-pressurized environment that emphasizes books and reading as a pleasurable dynamic social activity rather than individual and silent (Studlo, 2016). According to the school counsellor, the BWB club complements the social-emotional work done with some of the students (Upston, 2016).</div>
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3.1 Reading Progress</h2>
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According to a reading assessment data comparison between September 2015 (or first assessment date for new students) and September 2016 the following can be summarised:<br />
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<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="121"><strong>RA Improvement</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="28"><strong>All</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="35"><strong>Girls</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="35"><strong>Boys</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="43"><strong>BWB 15/16</strong></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="121">>15%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="28">32</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="35">14</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="35">18</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="43">11</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="121">7-14%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="28">4</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="35">2</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="35">2</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="43">0</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="121">0-6%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="28">10</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="35">3</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="35">7</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="43">4</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="121">Negative</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="28">8</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="35">4</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="35">4</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="43">1</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="121">No Assessment / New</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="28">17</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="35">12</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="35">5</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="43">1</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="121">Total</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="28">69</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="35">31</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="35">38</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="43">17</td></tr>
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Table 1: Reading Assessment Improvement September 2015-6<br />
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Although reading assessments are subjective, and results may depend on the individual teachers’ interpretation of the test and knowledge of the particular student being assessed, the data clearly shows that participation in a social reading club has a significant effect on reading progress. More than half of the boys showing improvement in reading were a member of BWB, most of them making a significant improvement (more than 15%). In the case of the BWB students who did not make an improvement, teachers thought further investigation needed to be undertaken to understand if there are underlying reading or language skill issues.<br />
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A longitudinal overview of the MAP RIT reading scores from Grade 3 to 5 for the whole school shows an interesting anomaly as the boys’ score exceeds that of the girls in September 2016.<br />
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<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="16%"></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%"><strong>Gr 3</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%"><strong>Gr 3</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%"><strong>Gr 3</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%"><strong>G4</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%"><strong>G4</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%"><strong>G4</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%"><strong>G5</strong></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="16%"></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%"><strong>Sep-14</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%"><strong>Feb-15</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%"><strong>May-15</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%"><strong>Sep-15</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%"><strong>Feb-16</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%"><strong>May-16</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%"><strong>Sep-16</strong></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="16%">All</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">196.1</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">202.4</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">204.6</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">206.0</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">209.9</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">213.4</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">214.4</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="16%">Girls</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">197.0</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">202.7</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">204.0</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">206.8</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">210.7</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">213.9</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">213.7</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="16%">Boys</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">195.3</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">202.1</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">205.1</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">205.3</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">209.1</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">212.9</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">215.0</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="16%">BWB Average</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">197.3</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">207.5</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">204.4</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">206.4</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">213.4</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">214.2</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">214.5</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="16%">NWEA</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">189.9</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">194.6</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">199.2</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">197.7</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">202.5</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">205.9</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">205.7</td></tr>
</tbody></table>
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Table 2: MAP RIT scores 2014-2016<br />
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The average improvement of the BWB includes some individual variation:<br />
<br /></div>
<table class="mce-item-table" style="border: 1px dashed rgb(187, 187, 187); color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; width: 306px;"><tbody>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="114"><strong>MAP Improvement</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="60"><strong>All</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="68"><strong>BWB 15/16</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="64"><strong>BWB 16/17</strong></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="114">7-14%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="60">5</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="68">3</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="64">2</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="114">1-6%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="60">11</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="68">7</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="64">4</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="114">0%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="60">4</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="68">4</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="64">0</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="114">No Assessment / New</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="60">4</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="68">3</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="64">1</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="114">Total</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="60">24</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="68">17</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="64">7</td></tr>
</tbody></table>
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Table 3: MAP score improvement<br />
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Although improvements are seen, they are not as substantial as those of the RA, so a detailed comparison was made for the BWB students, for whom all data was available.<br />
<br /></div>
<table class="mce-item-table" style="border: 1px dashed rgb(187, 187, 187); color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; width: 150px;"><tbody>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="85"></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="65"><strong># Students</strong></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="85">Not tested</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="65">3</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="85">MAP ≅ RA</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="65">10</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="85">MAP < RA</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="65">4</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="85">MAP > RA</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="65">7</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="85"></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="65">24</td></tr>
</tbody></table>
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Table 4: MAP Lexile vs. RA Lexile for BWB students<br />
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As can be seen in Appendix I, compared to the MAP testing Lexile results, RA results varied with consistent bias. Discussion with individual teachers indicated lack of training and experience, time pressures and unreliable or absent data from prior years as significant factors impacting on the reliability of their data points.</div>
</h1>
<h2 style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif;">
</h2>
<h2 style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif;">
3.2 Attitude, motivation and self-concept</h2>
<h1>
<div style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; font-weight: normal;">
<br />
Overall the students had a more positive attitude towards reading than to reading as a masculine activity. Drilling into the scores of specific students, struggling readers had a more negative attitude to reading than more successful readers, highlighting the importance of success in motivation (Allington, 2002).<br />
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<table class="mce-item-table" style="border: 1px dashed rgb(187, 187, 187); color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; width: 268px;"><tbody>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="91"><strong>Attitude score as % of 80</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="52"><strong>Overall</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="58"><strong>Reading</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="67"><strong>Masculine</strong></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="91">Low < 65%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="52">4</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="58">3</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="67">7</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="91">Medium 66-79%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="52">13</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="58">7</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="67">7</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="91">High >80%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="52">6</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="58">13</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="67">9</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="91"></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="52">23</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="58">23</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="67">23</td></tr>
</tbody></table>
<div style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; font-weight: normal;">
Table 5: Reading Attitude score<br />
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As can be seen below an analysis of the scores of individual questions yielded some interesting results. Students particularly liked it when a favourite author wrote a new book, and going to the library / bookstore was also highly ranked. In contrast, having to read in what they considered “their time” either during vacation, at playtime or in their free time at home was not appreciated. The results echo the findings of Martino (2001), that reading is devalued as a passive practice particularly when there are active hetero-masculine alternative activities (Frank, Kehler, Lovell, & Davison, 2003). The club focus on lively action related activities that increase exposure to books and genres (see lesson plans – Appendix K), rather than silent reading, to play into this need.<br />
<br /></div>
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Since reading during the vacation ameliorates summer learning losses (Allington et al., 2010; Downey, von Hippel, & Broh, 2004; Hilsmier et al., 2014), and volume of reading predicts success (see next section) ways need to be found to make this more enticing (Shapiro & Whitney, 1997). Because reading during school time, either in class, during silent reading or free school time appears more acceptable, and this is more controllable by the school, the onus is on making it as effective as possible (Allington, 2002; Damber, Samuelsson, & Taube, 2012; Scanlon et al., 2008).<br />
<br /></div>
<table class="mce-item-table" style="border: 1px dashed rgb(187, 187, 187); color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; width: 310px;"><tbody>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31"><strong>Q #</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240"><strong>Topic - reading attitude</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39"><strong>Score</strong></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">14</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Favourite author writes a new book</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">88</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">6</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Going to the library</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">81</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">10</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Going to a bookstore</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">79</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">17</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Time for reading at school reading</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">78</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">13</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Going to the bookfair</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">77</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">1</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Reading in your free time at school</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">76</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">9</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Reading different kinds of books</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">71</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">2</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Reading in your free time at home</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">70</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">18</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Reading on vacation</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">59</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">5</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Reading instead of playing</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">49</td></tr>
</tbody></table>
<div style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; font-weight: normal;">
Table 6: Reading Attitude Ranking<br />
<br /></div>
<div style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; font-weight: normal;">
Male leaders (the Obama effect?) and grown men were seen to have a positive attitude to reading; male athletes aren’t seen in the same light. Ironically students enjoy it when other boys do book talks and make suggestions, but are loath to do so themselves, or to be seen reading during their free time.<br />
<br /></div>
<table class="mce-item-table" style="border: 1px dashed rgb(187, 187, 187); color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; width: 310px;"><tbody>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31"><strong>Q #</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240"><strong>Topic - masculine attitude</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39"><strong>Score</strong></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">20</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Male leaders feel about reading</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">77</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">16</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Grown men feel about reading</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">76</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">4</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Other boys tell you about books they've read</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">73</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">12</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Other boys give you suggestions about what to read</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">70</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">8</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Other boys your age feel about reading</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">67</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">19</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Male celebrities feel about reading</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">67</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">11</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Older boys feel about reading</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">64</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">7</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Other boys see you reading in your free time</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">58</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">3</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Telling other boys about books you've read</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">55</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="31">15</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="240">Male athletes feel about reading</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="39">53</td></tr>
</tbody></table>
<div style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; font-weight: normal;">
Table 7: Masculine Attitude Ranking<br />
<br /></div>
<div style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; font-weight: normal;">
This would appear to indicate that the current spontaneous trend of voluntary book talks at the start of the BWB sessions is a positive development, as are their virtual recommendations on the BWB page of the online learning platform (OLP).<br />
<br /></div>
<div style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; font-weight: normal;">
Looking at students’ self-concept as a reader would appear to confirm the gender bias of ability over-estimation by boys and under-estimation by girls (Marinak & Gambrell, 2010). But four of the five boys with a low self-concept were members of the BWB club and merit further investigation. For detailed data see Appendix D.<br />
<br /></div>
<table class="mce-item-table" style="border: 1px dashed rgb(187, 187, 187); color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; width: 325px;"><tbody>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="100"><strong>Self-concept as a reader</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="50"><strong>All</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="57"><strong>Girls</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="54"><strong>Boys</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="65"><strong>BWB</strong></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="100">Low: 20-25</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="50">14</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="57">9</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="54">5</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="65">4</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="100">Medium: 26-31</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="50">38</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="57">18</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="54">20</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="65">13</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="100">High: 32-36</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="50">17</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="57">7</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="54">10</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="65">6</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="100">Absent</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="50">2</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="57">1</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="54">1</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="65">1</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="100">Total</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="50">71</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="57">35</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="54">36</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="65">24</td></tr>
</tbody></table>
<div style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; font-weight: normal;">
Table 8: Self-concept as a reader comparison</div>
</h1>
<h2 style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif;">
</h2>
<h2 style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif;">
3.3 Reading volume</h2>
<h1>
<div style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; font-weight: normal;">
<br />
Reading volume is an important predictor of both reading success and motivation (Damber et al., 2012; De Naeghel et al., 2012; Lee & Zentall, 2015; Schaffner et al., 2013; Smith, Smith, Gilmore, & Jameson, 2012; Stutz et al., 2016). Looking at the circulation data of students that generally shows an increase, only shows part of the picture, as students may have access to books at home or through the classroom or public library and not need to rely on the school library. Also, borrowing a book doesn’t guarantee that it is read. From the available data we can see the following:<br />
<br /></div>
<table class="mce-item-table" style="border: 1px dashed rgb(187, 187, 187); color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px;"><tbody>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="113"></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="93"><strong>2014/5 to 2015/6</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="93"><strong>2015/6 to 2016/7</strong></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="113">New students</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="93">4</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="93">2</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="113">Increased borrowing</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="93">12</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="93">18</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="113">Decreased borrowing</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="93">7</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="93">5</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="113">Total</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="93">23</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="93">25</td></tr>
</tbody></table>
<div style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; font-weight: normal;">
Table 9: Reading volume - number of students per category<br />
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<div style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; font-weight: normal;">
Number of books borrowed is not always a good indicator of the quality of reading. Decreases in number of books borrowed in some cases were due to mainstream and ELL students tackling longer and more advanced books. More concerning, for a few students the decrease appears to be the result of reading difficulties related to skills rather than motivation that need to be addressed separately.</div>
</h1>
<h2 style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif;">
</h2>
<h2 style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif;">
3.4 Use of data analytics</h2>
<h1>
<div style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; font-weight: normal;">
<br />
One of the strengths of data analytics is that the amalgamation of large number of data points can show broad trends in an entire population. However drilling down to individual cases, particularly where subjective input created data, threw up inconsistencies as was seen in the analysis above. The problem with the current form of reading assessments is that they are subjective, missing data, use different standards and benchmarks and are cumbersome to use to extract and compare longitudinal data (Kame’enui et al., 2006).<br />
<br /></div>
<div style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; font-weight: normal;">
While each piece of data is interesting in itself, this research would suggest in the case of multivariate phenomena such as reading, the combination of different types of data would improve its predictive and signalling power. An attempt to do this and incorporate the use of ‘warning’ parameters is seen in an extract below (full data in Appendix J). Parameters could be weighted according to their predictive ability and action taken accordingly. For example, that students with the most tags are monitored carefully with the involvement of the school counselling team, while the next group are flagged to their class teachers and receive a form of reading recovery and an eye is kept on others.<br />
<br /></div>
<table class="mce-item-table" style="border: 1px dashed rgb(187, 187, 187); color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; width: 100%px;"><tbody>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%"><strong>BYB #</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%"><strong>ERAS R</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%"><strong>ERAS M</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%"><strong>MAP Lexile</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%"><strong>MAP Δ</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="7%"><strong>GvP*</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%"><strong>RA Lexile</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="6%"><strong>Ave Circ 15/16</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%"><strong>Ave Circ Aug-Sep 16</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%"><strong>Self Concept</strong></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%"><strong># Tags</strong></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">1</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">18</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">19</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">522</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">1%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="7%">></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">550</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="6%">7.4</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">1.3</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">20</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">7</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">2</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">21</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">26</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">612</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">4%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="7%">></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">650</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="6%">1.4</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">2.7</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%"></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">5</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">13</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">33</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">29</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">738</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">0%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="7%">></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">750</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="6%">4.1</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">2.0</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">29</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">4</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">9</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">29</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">30</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">846</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">3%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="7%">></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">700</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="6%">2.0</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">2.7</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">29</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">4</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">24</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%"></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%"></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">856</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">6%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="7%"><</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">750</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="6%">4.1</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">4.7</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">25</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">4</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">16</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">33</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">30</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">882</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">0%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="7%"><</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">750</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="6%">4.7</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">8.0</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">28</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">4</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">21</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">37</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">35</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">594</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">6%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="7%"><</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">750</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="6%">4.9</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">9.3</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">30</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">3</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">11</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">28</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">33</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">702</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">0%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="7%">></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">750</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="6%">11.0</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">10.7</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">26</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">3</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">22</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">39</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">35</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">720</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">0%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="7%">></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">700</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="6%">9.0</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">8.0</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">27</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">3</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">23</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%"></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%"></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%"></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%"></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="7%"></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">225</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="6%">2.9</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">4.0</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">27</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">2</td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%">Criteria</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">≤ 25</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">≤ 25</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%"><900</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="11%">≤ 1%</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="7%"><</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="10%"><900</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="6%">≤ 3</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%">≤ 3</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="9%">< 25</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;" width="8%"></td></tr>
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Table 10: Criteria combined warning tags<a class="mce-item-anchor" href="https://www.blogger.com/null" name="_Toc336454423" style="-webkit-user-modify: read-only; -webkit-user-select: all; background: url("img/anchor.gif") center center no-repeat rgb(213, 213, 213); border: 1px dotted rgb(58, 58, 58); cursor: default; display: inline-block; height: 9px !important; width: 9px !important;"></a></div>
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3.5 Role of digital technologies</h2>
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Although students generally do not appear to enjoy reading digital books, one form of digital integration that has had success is the combination of print and digital in one of the books read communally in the club in 2015/6: “<em>Adventures of a Kid Magician</em>” (Flom, Flom-Hill, & Blom, 2015). Careful reading of each chapter unlocked the key to access a video showing a magic trick. Both the students and teacher in charge thought this to be an ideal integration and expressed a wish for more books of this nature. Interactive eBooks show promise in motivating students in leisure reading (Colombo & Landoni, 2014).</div>
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From September 2016 the club had its own page on the new OLP, and boys were encouraged to add book reviews. Between 9 September and 6 October, boys contributed ten reviews on the platform. Within two days of a 14 item vacation reading challenge being announced, (with a prize of an exclusive viewing and borrowing of all new books received after the autumn break) 11 students had attempted one or more of the items and two students had completed the whole challenge.</div>
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4. Recommendations</h1>
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4.1 Reading Progress</h2>
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Reading progress or growth is a function of initial reading status, velocity and acceleration (Williamson, Fitzgerald, & Stenner, 2014). Each of these can be influenced through deliberate policy and practice. Initial status by early-intervention reading programs, velocity by increased deliberate practice and velocity by ensuring all year reading exposure, i.e. including vacation time, and systematically anticipating and compensating for moments of decreased social motivation, self-concept and work-avoidance discussed in section 1 above.<br />
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This would require buy-in and effort from the whole school learning ecology including leadership, teachers, students, and parents. Feedback from parents appeared to indicate lack of awareness of the respective roles of home and school, so further parent education seems to be in order.</div>
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4.2 Attitude and Motivation</h2>
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Consideration should be given to annually administering a validated test that signals recreational and academic reading motivation incorporating self-determination theory to students from Grade 3. In this way students at risk of aliteracy can be identified. Activities that position reading as a fun, collaborative social activity outside the classroom should be encouraged. Ways to enhance the appeal of summer/vacation reading need to be investigated.</div>
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4.3 Reading Volume</h2>
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A library / classroom based alert system needs to be set up to identify students who need more assistance with finding the right book. Further work can be done on comparing student reading levels with library / class library collection data as a tool for collection development to ensure provision of interesting, relevant materials in student’s proximal reading zone (Williamson, 2015). Successful reading should increase reading motivation, volume and progress further (Stenner, Burdick, Sanford, & Burdick, 2007).</div>
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4.4 Data Analytics</h2>
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Data in the form of MAP tests and RA needs to be compared and correlated in order to identify trends on a school-wide scale, but also to drill down to specific classes, grades and individuals to find any inconsistencies and comparative bias between teachers or grades or benchmarks used, such as were identified in this study. Teachers need better training in the tools, and follow up on missing data or discrepancies should be made in a timely manner. Students identified as being at risk based on a combination of markers including reading motivation and self-concept, volume of reading and reading growth need to be closely monitored with action taken to increase the velocity of reading gains or avoid deceleration on time.<br />
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It is suggested that a system be put in place, with thresholds for each criteria as suggested in the analysis above. Students can then be given a score for number of “warning tags” and follow up arranged accordingly.<br />
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Finally, although the school is above NWEA norms, at each grade level, caution should be exercised as to what benchmark is used given the socio-economic and education level of the school community – for example, Williamson (2015) suggests a Lexile of L925 would be appropriate for beginning G5 students but at present only 28 out of 62 non-ELL students meet a benchmark of L900 – although some of the non-ELL students may have been ELL at some point in the previous years, and therefor had a lower initial status. </div>
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4.5 Digital</h2>
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Instead of waiting for authors or other providers to create print and digitally integrated books, our students could be encouraged to supplement their favourite books with digital content on the OLP. This would transform students from being digital consumers, to digital creators – one of the learning goals of the 21<sup>st</sup> Century learner (Ito et al., 2013; Kalantzis & Cope, 2015; Rickard, 2014). Students with reading skills or learning difficulties should be encouraged to explore read-along and audio books to reap the benefits of audio such as improving comprehension, fluency, reading accuracy and motivation (Audio Publishers Association, 2016).</div>
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5. Conclusion</h1>
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For most participants, this specific social intervention made a difference in boy’s reading motivation through enhancing their sense of social belonging and “masculinizing” reading activities. For most of those in the club since September 2015, reading skills improved at a rate higher than predicted by Lexile growth rate models, and higher than their peers, probably due to higher quantity and quality of reading.<br />
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One of the issues with this intervention is its scalability and reliance on key-personnel. At the moment the club has grown to its limits of 30 students, an additional staff member is helping during the meetings, and there is a waiting list of students. Although it has helped a group of students, more integrated school-wide, permanent solutions will need to be sought that benefit all students that involve the predictive ability of combining various indicators of reading motivation, self-concept and skill with reading for pleasure as a social activity and allowing timely rehabilitation where necessary. The predictive ability of combining reading assessments, MAP testing, motivation and self-efficacy surveys to identify at risk students needs to be investigated further on larger populations.</div>
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6. References</h1>
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<div style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; font-weight: normal;">
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Allington, R. L. (2002). What I’ve learned about effective reading instruction from a decade of studying exemplary elementary classroom teachers. <em>The Phi Delta Kappan</em>, <em>83</em>(10), 740–747. Retrieved from http://www.jstor.org/stable/20440246<br />
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Allington, R. L., McGill-Franzen, A., Camilli, G., Williams, L., Graff, J., Zeig, J., … Nowak, R. (2010). Addressing summer reading setback among economically disadvantaged elementary students. <em>Reading Psychology</em>, <em>31</em>(5), 411–427. https://doi.org/10.1080/02702711.2010.505165</div>
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Audio Publishers Association. (2016). How audio promotes literacy: Benefits of audio to learning how to read. Retrieved 24 September 2016, from https://www.audiopub.org/uploads/pdf/sound-learning_infographic_2016.pdf#asset:4417</div>
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Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. <em>The Qualitative Report</em>, <em>13</em>(4), 544–559. Retrieved from http://nsuworks.nova.edu/tqr/vol13/iss4/2</div>
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Colombo, L., & Landoni, M. (2014). Serious games or playful books? How interactive eBooks can better support leisure reading. Retrieved from http://idc2014-ebooks.fbk.eu/sites/idc2014-ebooks.fbk.eu/files/ColomboLandoni-2014.pdf</div>
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Damber, U., Samuelsson, S., & Taube, K. (2012). Differences between overachieving and underachieving classes in reading: Teacher, classroom and student characteristics. <em>Journal of Early Childhood Literacy</em>, <em>12</em>(4), 339–366. https://doi.org/10.1177/1468798411417376</div>
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De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students’ recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. <em>Journal of Educational Psychology</em>, <em>104</em>(4), 1006–1021. https://doi.org/10.1037/a0027800</div>
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Downey, D. B., von Hippel, P. T., & Broh, B. A. (2004). Are schools the great equalizer? Cognitive inequality during the summer months and the school year. <em>American Sociological Review</em>, <em>69</em>(5), 613–635. Retrieved from http://www.jstor.org/stable/3593031</div>
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Dweck, C., Walton, G., & Cohen, G. (2014). Academic tenacity: Mindsets and skills that promote long-term learning. Bill & Melinda Gates Foundation. Retrieved from https://ed.stanford.edu/sites/default/files/manual/dweck-walton-cohen-2014.pdf</div>
<div style="color: #333333; font-family: Georgia, "Times New Roman", "Bitstream Charter", Times, serif; font-size: 16px; font-weight: normal;">
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Flom, S., Flom-Hill, J., & Blom, D. (2015). <em>Adventures of a kid magician: From the magical life of Justin Flom</em>. Eden Prairie, MN: Magic Life LLC.</div>
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Förster, N., & Souvignier, E. (2014). Learning progress assessment and goal setting: Effects on reading achievement, reading motivation and reading self-concept. <em>Learning and Instruction</em>, <em>32</em>, 91–100. https://doi.org/10.1016/j.learninstruc.2014.02.002</div>
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Frank, B., Kehler, M., Lovell, T., & Davison, K. (2003). A tangle of trouble: Boys, masculinity and schooling - future directions. <em>Educational Review</em>, <em>55</em>(2), 119–133. https://doi.org/10.1080/0013191032000072173</div>
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Gerring, J. (2004). What is a case study and what is it good for? <em>American Political Science Review</em>, <em>98</em>(2). https://doi.org/10.1017/S0003055404001182</div>
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Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. <em>Psychology in the Schools</em>, <em>30</em>(1), 79–90. https://doi.org/10.1002/1520-6807(199301)30:1<79::AID-PITS2310300113>3.0.CO;2-X</div>
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Guthrie, J. T., Hoa, A. L. W., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading motivation and reading comprehension growth in the later elementary years. <em>Contemporary Educational Psychology</em>, <em>32</em>(3), 282–313. https://doi.org/10.1016/j.cedpsych.2006.05.004</div>
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Hamston, J., & Love, K. (2005). Voicing Resistance: Adolescent boys and the cultural practice of leisure reading. <em>Discourse: Studies in the Cultural Politics of Education</em>, <em>26</em>(2), 183–202. https://doi.org/10.1080/01596300500143161</div>
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Hilsmier, A. S., Wood, P. F., Wirt, S., McTamney, D., Malone, M. B., & Milstead, B. (2014). Pathway to graduation: A pilot reading project for middle school students during the summer months. <em>SRATE Journal</em>, <em>24</em>(1), 10–18.</div>
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Jung, A. W. (2016, July). <em>The effect of male reading role models on the reading attitudes of fourth grade male students</em> (Master of Education). Goucher College.</div>
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Kalantzis, M., & Cope, B. (2015). Learning and new media. In D. Scott & E. Hargreaves (Eds.), <em>The Sage Handbook of learning</em> (pp. 373–387). Thousand Oaks, CA: SAGE Publications Ltd. Retrieved from http://neamathisi.com/_uploads/Kalantzis_and_Cope_Learning_and_New_Media_2015.pdf</div>
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Kame’enui, E. J., Fuchs, L., Francis, D. J., Good, R., O’Connor, R. E., Simmons, D. C., … Torgesen, J. K. (2006). The adequacy of tools for assessing reading competence: A framework and review. <em>Educational Researcher</em>, <em>35</em>(4), 3–11. Retrieved from http://www.jstor.org/stable/3699866</div>
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Klauda, S. L., & Guthrie, J. T. (2015). Comparing relations of motivation, engagement, and achievement among struggling and advanced adolescent readers. <em>Reading and Writing</em>, <em>28</em>(2), 239–269. https://doi.org/10.1007/s11145-014-9523-2</div>
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Lee, J., & Zentall, S. S. (2015). Reading motivation and later reading achievement for students with reading disabilities and comparison groups (ADHD and typical): A 3-year longitudinal study. <em>Contemporary Educational Psychology</em>. https://doi.org/10.1016/j.cedpsych.2015.11.001</div>
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Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers’ reading comprehension performance. <em>Learning and Individual Differences</em>, <em>21</em>(1), 124–128. https://doi.org/10.1016/j.lindif.2010.09.011</div>
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Love, K., & Hamston, J. (2003). Teenage Boys’ Leisure Reading Dispositions: Juggling male youth culture and family cultural capital. <em>Educational Review</em>, <em>55</em>(2), 161–177. https://doi.org/10.1080/0013191032000072209</div>
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Loveless, T. (2015, March 24). Girls, boys, and reading. Retrieved 10 September 2016, from https://www.brookings.edu/research/girls-boys-and-reading/</div>
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Malloy, J. A., Marinak, B. A., Gambrell, L. B., & Mazzoni, S. A. (2013). Assessing motivation to read: The motivation to read profile-revised. <em>The Reading Teacher</em>, <em>67</em>(4), 273–282. https://doi.org/10.1002/trtr.1215</div>
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Marinak, B. A., & Gambrell, L. B. (2010). Reading motivation: Exploring the elementary gender gap. <em>Literacy Research and Instruction</em>, <em>49</em>(2), 129–141. https://doi.org/10.1080/19388070902803795</div>
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Martino, W. (2001). Boys and reading: Investigating the impact of masculinities on boys’ reading preferences and involvement in literacy. <em>Australian Journal of Language and Literacy</em>, <em>24</em>(1), 61.</div>
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Maynard, S. (2011). Children’s reading habits and attitudes. In <em>Libraries and Society</em> (pp. 219–234). Elsevier.</div>
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Mc Kenna, M. C. (1990). Measuring attitude toward reading: A new tool for teachers. <em>The Reading Teacher</em>, <em>43</em>(9), 626–639.</div>
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Mullis, I. V. S., Martin, M. O., Foy, P., Drucker, K. T., International Association for the Evaluation of Educational Achievement, & Progress in International Reading Literacy Study (Eds.). (2012). <em>PIRLS 2011 international results in reading</em>. Chestnut Hill, MA: IEA, TIMSS & PIRLS, International Study Center, Lynch School of Education, Boston College.</div>
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National Literacy Trust. (2012). Boys’ reading commission. National Literacy Trust. Retrieved from https://www.literacytrust.org.uk/assets/0001/4056/Boys_Commission_Report.pdf</div>
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NEPS. (2012). Effective interventions for struggling readers. National Educational Psychological Service. Retrieved from http://www.education.ie/en/Education-Staff/Information/NEPS-Literacy-Resource/neps_literacy_good_practice_guide.pdf</div>
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Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. <em>Annual Review of Psychology</em>, <em>63</em>(1), 427–452. https://doi.org/10.1146/annurev-psych-120710-100431</div>
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NWEA. (2016). Accelerate Measure student progress with MAP for K – 12. Retrieved 12 September 2016, from https://www.nwea.org/assessments/map/</div>
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OECD. (2014). <em>Reading performance (PISA)</em>. OECD Publishing. Retrieved from http://www.oecd-ilibrary.org/education/reading-performance-pisa/indicator/english_79913c69-en</div>
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Osterman, K. F. (2000). Students’ need for belonging in the school community. <em>Review of Educational Research</em>, <em>70</em>(3), 323–367. https://doi.org/10.3102/00346543070003323</div>
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Proctor, C. P., Daley, S., Louick, R., Leider, C. M., & Gardner, G. L. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum. <em>Learning and Individual Differences</em>, <em>36</em>, 76–83. https://doi.org/10.1016/j.lindif.2014.10.014</div>
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Retelsdorf, J., Köller, O., & Möller, J. (2014). Reading achievement and reading self-concept – Testing the reciprocal effects model. <em>Learning and Instruction</em>, <em>29</em>, 21–30. https://doi.org/10.1016/j.learninstruc.2013.07.004</div>
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Retelsdorf, J., Schwartz, K., & Asbrock, F. (2015). ‘Michael can’t read!’ Teachers’ gender stereotypes and boys’ reading self-concept. <em>Journal of Educational Psychology</em>, <em>107</em>(1), 186–194. https://doi.org/10.1037/a0037107</div>
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Rickard, R. L. (2014). <em>Wimps, dorks, and reluctant readers: Redefining literacy in multimodal middle grade diary books</em> (Master Dissertation). Eastern Michigan University, Michigan. Retrieved from http://commons.emich.edu/cgi/viewcontent.cgi?article=1943&context=theses</div>
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Scanlon, D. M., Gelzheiser, L. M., Vellutino, F. R., Schatschneider, C., & Sweeney, J. M. (2008). Reducing the incidence of early reading difficulties: Professional Development for classroom teachers versus direct interventions for children. <em>Learning and Individual Differences</em>, <em>18</em>(3), 346–359. https://doi.org/10.1016/j.lindif.2008.05.002</div>
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Schaffner, E., Schiefele, U., & Ulferts, H. (2013). Reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on reading comprehension. <em>Reading Research Quarterly</em>, <em>48</em>(4), 369–385. https://doi.org/10.1002/rrq.52</div>
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Shapiro, J., & Whitney, P. (1997). Factors involved in the leisure reading of upper elementary school students. <em>Reading Psychology</em>, <em>18</em>(4), 343–370. https://doi.org/10.1080/0270271970180402</div>
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Silinskas, G., Pakarinen, E., Niemi, P., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (2016). The effectiveness of increased support in reading and its relationship to teachers’ affect and children’s motivation. <em>Learning and Individual Differences</em>, <em>45</em>, 53–64. https://doi.org/10.1016/j.lindif.2015.11.025</div>
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Smith, J. K., Smith, L. F., Gilmore, A., & Jameson, M. (2012). Students’ self-perception of reading ability, enjoyment of reading and reading achievement. <em>Learning and Individual Differences</em>, <em>22</em>(2), 202–206. https://doi.org/10.1016/j.lindif.2011.04.010</div>
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Stenner, A. J., Burdick, H., Sanford, E. E., & Burdick, D. S. (2007). <em>The Lexile Framework® for reading technical report</em> (Technical Report). Durham, NC: Metametrics. Retrieved from https://lexile-website-media-2011091601.s3.amazonaws.com/resources/materials/Stenner_Burdick_Sanford__Burdick-_The_LFR_Technical_Report.pdf</div>
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Studlo, T. (2016, October 5). Perceptions on the effectiveness of the ‘Blokes with Books’ club.</div>
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Stutz, F., Schaffner, E., & Schiefele, U. (2016). Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades. <em>Learning and Individual Differences</em>, <em>45</em>, 101–113. https://doi.org/10.1016/j.lindif.2015.11.022</div>
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Upston, G. (2016, October 7). Social dynamics and the ‘Blokes with Books’ club.</div>
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Williamson, G. L. (2015). <em>Novel interpretations of academic growth</em>. Retrieved from http://lexile-website-media-2011091601.s3.amazonaws.com/resources/materials/Novel_Interpretations_of_Academic_Growth.pdf</div>
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Williamson, G. L., Fitzgerald, J., & Stenner, A. J. (2014). Student reading growth illuminates the common core text-complexity standard. <em>Elementary School Journal</em>, <em>115</em>(2), 230–254. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=99417740&site=ehost-live</div>
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Zentall, S. S., & Lee, J. (2012). A reading motivation intervention with differential outcomes for students at risk for reading disabilities, ADHD, and typical comparisons: ‘Clever is and clever does’. <em>Learning Disability Quarterly</em>, <em>35</em>(4), 248–259. https://doi.org/10.1177/0731948712438556</div>
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APPENDICIES</h1>
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Not included in order to protect privacy of school and students</div>
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-83198710088963425982016-09-24T09:33:00.000+08:002016-09-24T09:45:09.788+08:00Read around the World<div dir="ltr" style="text-align: left;" trbidi="on">
With view to the fact that our school is celebrating uniting nations week in October, this year we're trying to add a literary bent to the proceedings.<br />
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There are a number of steps to this, which are easy or complicated, depending on how "ready" your collection is.<br />
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A little while back, I created resource lists on Destiny, and a visual search button for "read around the world". Since I didn't have a lot of time I grouped them by continent, with a separate section for Singapore which is where we live. It involved doing subject searches on our catalog for various countries on each continent and then grouping them together. Actually this wasn't that easy. A book like "Inside out and Back again" - takes place in USA, about a Vietnamese immigrant - where do you put it and its ilk (of which we have many). What if an american author is writing about Africa? Generally I tended to put the books according to where they took place rather than the origin of the author. But I've allowed my students to decide how they want to categorise it when they add a comment to their shelfie (more later).<br />
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Before the summer break, I also ordered all the books suitable for primary school on the <a href="https://s3.amazonaws.com/WebVault/SLJ/SLJ2016_USBBY_FinalWeb.pdf" target="_blank">USBBY list for 2016</a> so they were ready for the school year. Again I didn't have anything specific in mind, except to diversify my collection. As an aside - I must say I'm incredibly impressed with the selection in this list and I'm going to order from it again this year, and from the backlists of prior years. Books like "My Two Blankets" are just phenomenal and just so appropriate for a multi-lingual environment.<br />
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This term, I joined the UN committee and put my idea forward to do a "read around the world" as part of the activities so it would not just be a "costume, food and flags" affair. I also convinced the parade organisers that it may be a nice idea to parade by country grouped by continent (to tie in what was feasible in the library with my limited display space). </div>
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Next I created <a href="http://cis.libguides.com/TKlibrary/RAW" target="_blank">a library guide</a> and a padlet so the students could put up their pictures (we're an iPad school so that's one of the easiest ways). </div>
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Then last week I started introducing the concept to my students in the library lesson. I adjusted it according to the age. For some, I asked how were ways we could find out about people around the world. We got the usual, go there, live their, eat food, have a friend etc. Then I introduced travelling their through books (depending on the age I told them the library was a magic travel machine), then I read a book from South Africa, my home country (<a href="http://biography.jrank.org/pages/1854/Daly-Niki-1946.html" target="_blank">Niki Daly's "Where's Jamela"</a>), and then we had a tour around the world past all the displays and they could pick up a "souvenir" book on the way of whatever they liked.</div>
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For other classes my colleague met them at the door and said she was a tour guide and would take them around the world and they could pick up books along the way. </div>
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We then showed the library guide and explained how to get a picture onto padlet, and that they could then put a sticker on the map.</div>
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Some classes were more enthusiastic than others - generally the younger students were not very interested in books from other places, they wanted a book from the country they came from - fair enough. </div>
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It was interesting to see where students put books when they made a comment - the aforementioned "inside out" was labeled "Vietnam" by a student, while "Amulet" got a Japanese label based on the author name and origin (although born in Japan, he has lived in the USA since he was 10). </div>
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We've agreed that for the actual UN week each class well get a bundle of 20-30 books from various countries delivered to the classrooms to read during their DEAR time (they get 20 minutes a day).</div>
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Hopefully it will all work out! I'm also hoping our parents will want to get involved with their children.</div>
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-1806982186048489812016-09-09T21:28:00.002+08:002016-09-09T21:28:27.607+08:00Blokes with Books Club<div dir="ltr" style="text-align: left;" trbidi="on">
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This post is about a year overdue, but here goes.</div>
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Early into my new job as a newly minted Teacher Librarian I started noticing the "lost boys" of the library. Those souls who would wander around and between the stacks with a dazed look on their faces. Or they'd be flicking through books without actually registering the contents. Or they'd just park themselves on a chair with the (too popular to let them be borrowed) Guinness Books of records and sit and talk through with "oohs and aahs" with their like-minded mates. Obviously something.needed.to.be.done.</div>
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But equally obvious to my middle aged, white, female mind, I was not the one to do it. Or at least, not to appear to be the one to do it. But should it be a teacher? If so, which teacher? My criteria was young and male, but I didn't know my new colleagues all that well... I settled on our EdTech coach, Tim. An extremely busy and popular educator, with experience in the classroom and, since moving into the new role with all the classrooms, he was enthusiastic when I suggested it. (Phew).</div>
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We collaborated on lesson plan ideas, and books that may "hook" the students. And we were open for business. We emailed teachers from Grades 3-6 and asked if they had any students who they thought may benefit from this group. Most teachers had 1 or 2 students. The first session started with about 8 students. And quickly word spread that this was a really fun thing to be involved with. Group members had their own membership badges and a special "learning agreement" for their time in the library. Teachers reported back that the students were more motivated to borrow books and were super enthusiastic about going to the sessions which were held once a week on a Wednesday during the last period (a 40 minute period reserved for literacy leadership). A couple of ELL students were identified who would also benefit from being "one of the blokes" even though their language level wasn't that high and they joined in as well.</div>
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The year ended with a bang when I chanced on reading of a book review of "<a data-mce-href="http://www.broadwayworld.com/bwwtv/article/Justin-Flom-to-Chat-New-Book-ADVENTURES-OF-A-KID-MAGICIAN-on-TODAY-20160215" href="http://www.broadwayworld.com/bwwtv/article/Justin-Flom-to-Chat-New-Book-ADVENTURES-OF-A-KID-MAGICIAN-on-TODAY-20160215" target="_blank">Adventures of a Kid Magician</a>" in February or March. Then of course it was a case of getting Tim's mother to buy 5 copies of the book from Walmart - the only stockist at the time and shipping it to Singapore. It was as if we'd set off fireworks in the library. Basically each chapter leads to clues which unlocks a code to a youtube video showing how to do a magical trick. So the rest of the year involved multiple read-alouds of the chapters and hunting the clues down and desperate attempts by our blokes to be the next in line to read the book! Talk about a magic formula to combine the physical and digital (<a data-mce-href="https://www.goodreads.com/review/show/1662542341" href="https://www.goodreads.com/review/show/1662542341" target="_blank">my review here</a>),</div>
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Today was our first official day, starting with going over the essential agreements, one boy who insisted on doing a book talk on a book he was loving (<a data-mce-href="https://www.goodreads.com/book/show/25329850-thing-explainer" href="https://www.goodreads.com/book/show/25329850-thing-explainer" target="_blank">Things Explainer </a>- I've ordered a copy for the library now ) an ice-breaker of Zip Zap Zop followed by "Book Speed Dating" - 3 rounds of 5 minutes of "dating" a book after which the favourite was chosen (or not) for checkout.</div>
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<strong>Initial Lesson plans (2015/6):</strong></div>
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<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><b>Lesson #</b></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><b>Ice Breaker</b></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><b>Activities</b></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">1</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">Staring Contest</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">-Choose a Book Any Funny Book/read</span><br />
<span data-mce-style="font-weight: 400;">-Read in the Dark/ Tent</span><br />
<span data-mce-style="font-weight: 400;">-Find a girly book competition/read </span><br />
<span data-mce-style="font-weight: 400;">-Find a manly book competition/ read</span></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">2</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">Spot The Difference</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">-Ben Cooperman Read Aloud his book “Gabriel and Five Joshuas”</span></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">3</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">Charades (written on note cards)</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">-Discuss adventures/ what kind of adventures there are</span><br />
<span data-mce-style="font-weight: 400;">-Read choose your own adventure book</span></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">4</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">Crocodile Tooth Game</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">Graphic Novels</span></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">5</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">Zip Zap Zop</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">-Judge A Book By It’s Cover</span></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">6</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">Toilet Paper Mummy</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">-Monster Books</span></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">7</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">Drawing Charades</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">-Joke Books</span></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">8</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">Draw Yourself As Cartoon</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">-Dewey Grams</span><br />
<span data-mce-style="font-weight: 400;">-write down the number of book and to hand to someone else</span><br />
<span data-mce-style="font-weight: 400;">-Use scholastic.com to make a Christmas book wishlist</span></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">9</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">Minefield</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">-Introduce Legends and Myths with Sinbad Video</span><br />
<span data-mce-style="font-weight: 400;">-Legends and Myths books</span></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">10</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;"><a data-mce-href="http://www.teampedia.net/wiki/index.php?title=Zip_Zap_Zop" href="http://www.teampedia.net/wiki/index.php?title=Zip_Zap_Zop" target="_blank">Zip Zap Zop</a></span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">-Introduce old comics</span><br />
<span data-mce-style="font-weight: 400;">-Read through old comics</span></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">11</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">Tennis Table Soccer</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">-Magazine Reading</span><br />
<span data-mce-style="font-weight: 400;">Explain all the neat features of the different magazines</span></td></tr>
<tr><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"> 12-end of year</td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">Various icebreakers</span></td><td style="border: 1px dashed rgb(187, 187, 187); font-family: inherit; font-size: inherit;"><span data-mce-style="font-weight: 400;">Reading of "Adventures of a kid magician" and unlocking the videos</span></td></tr>
</tbody></table>
</div>
deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-20661904374673683152016-08-30T20:31:00.002+08:002016-08-30T20:33:52.289+08:00Is Digital Scholarship limited by cultural myopia?<div dir="ltr" style="text-align: left;" trbidi="on">
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Introduction</h2>
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The parameters of scholarship in education are often based on Boyer’s (1990) dimensions of discovery, integration, application and teaching. Healey further expands on the scholarship of teaching to include “research into teaching and learning, critical reflection of practice and communication and dissemination about the practice of one’s subject” (2000, p. 169).<br />
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Broadening the discussion to include the transformational aspects of “digital” technology, educational scholarship has been enriched through open data, open publishing, a blurring of the academic and ‘real’ world, open teaching and learning and a movement from the individual to the distributed scholar and global access (Pearce, Weller, Scanlon, & Kinsley, 2012). However, Pearce etal. (2012, p. 169) cautioned that technology is “a necessary but not sufficient condition” for true scholarship. The question is, given the potential and reality of technology, what else is needed to fulfil the obligations of a modern ‘digital’ scholar?<br />
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Argument statement </h2>
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This essay will argue that the dominance of a Western cognitive constructivist tradition in online and offline education, led by British, Australasian and North American (BANA) institutions limits knowledge, understanding and progress not only of its students, but of its scholars as well in exploiting the true potential of open educational tools and resources. <br />
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There are four main reasons for situating this essay in the context of teaching and learning, in particular, a critical reflection of digital scholarship practice in relation to multi-cultural multi-lingual (MCML) learning environments. Firstly, demographic shifts in education are occurring at an unprecedented rate as a result of globalisation, immigration, migration, and war (Boelens, 2010; Boelens, Cherek, Tilke, & Bailey, 2015). Secondly a significant shift to online education where the global market is showing a 9.2% five year annual compound growth rate and is now worth $107 billion led by India and China (Pappas, 2015). Thirdly, work and employment increasingly is global, remote and disaggregated with globally mobile and fluid workforce and both employers and employees requiring “just in time” rather than “just in case” skills and knowledge. Finally, and perhaps most importantly, there is a moral, ethical and value-based argument. On the one hand, MCML students are prejudiced by the dominance of a Western cognitive constructivist tradition in education (Catterick, 2007; Sadykova, 2014; Zhang & Kenny, 2010) and on the other, ignoring the MCML dimension limits critical reflective practice, the potential of international digital scholarship and knowledge and understanding of a large part of the educational scholars’ field.<br />
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Interpretive Discussion</h2>
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Background</h3>
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Traditionally, creating culturally-responsive accommodations for MLMC students has faced considerable institutional opposition. The response of educational institutions, comprised a narrow range between non-accommodation and intervention in the form of student induction into ‘the system’ i.e. modify the student not the program (Catterick, 2007; Parrish & Linder-VanBerschot, 2010). Arguments against interventions cite costs, quality control, and expectations of the students themselves and their future employers that they are “Westernised” as a by-product of their education (Catterick, 2007).<br />
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Parrish and Linder-VanBerschot (2010) acknowledge these issues and suggest that institutions distinguish between entrenched cultural values and superficial practices, and create interventions with constructivist and instructivist alternatives or choices in learning activities and instructional format only where these are critical to learning success. Researchers sound a word of caution against cultural generalizations that lead to stereotyping and discrimination (Gazi, 2014; Hardy & Tolhurst, 2014; Parrish & Linder-VanBerschot, 2010). This can be ameliorated through a combination of embedding cultural considerations in each stage of the instructional design process, ensuring an iterative practice of reflection and modification and encouraging student interaction and feedback (Parrish & Linder-VanBerschot, 2010; Young, 2009).<br />
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Models designed to foster awareness of cultural implications in education vary in their orientation. Initially research done in corporations (Hofstede, Hofstede, & Minkov, 2010) and physical classrooms led to classroom or systems originated and oriented models such as the Inclusion, Attitude, Meaning, Competence (IAMC) model of Ginsberg & Wlodkowski (2009, cited in Suzuki & Nemoto, 2012) and the Cultural Dimensions Learning Framework (CDLF) (Parrish & Linder-VanBerschot, 2010) which were adapted for online learning.<br />
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In contrast, the Culture Based Model (CBM) framework of Young (2009) and the Cultural Adaptation Process (CAP) model (Edmundson, 2007b) are product oriented with the aim of guiding designers to incorporate culture in the design of digital and online educational products. (See Appendix 1 for illustrations of these models).<br />
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Reflection on teaching and learning in a multi-cultural environment</h3>
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Educational institutions are not the only suppliers of teaching and learning. Commercial entities, particularly multinational companies, go to an enormous amount of effort in creating culturally compatible user interfaces - see Edmundson’s (2007a) book “Globalized e-learning cultural challenges”. One could argue that this effort directly benefits their bottom line, however all institutions would benefit from this approach.<br />
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Fortunately there are some researchers open-minded enough to examine the assumptions of their own culture, reflect on the embedded cultural practices of teaching and learning and those of the digital platforms and applications and thoughtfully researching ways to reconcile the two so as to optimise the learning of their students (Chan & Rao, 2010; Looker, 2011; Ren & Montgomery, 2015; Sadykova, 2014). Critical examination of one’s own culture and introducing new technologies in a more considered and less forceful way, appears to result in more success and acceptance. Pedagogy aligned with sociocultural context allows scaffolding of current to new practice and understanding (Chan, 2010; Chan & Rao, 2010; Law et al., 2010; Rao & Chan, 2010).<br />
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Chan (2010) demonstrated aspects of the Confucian approach to teaching and learning were highly compatible with the values of digital scholarship, and showed how modifications in the way technological tools for collaborative learning were introduced positively impacted their acceptance by teachers and students in a high school setting.<br />
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More recently, in examining Korean students’ experiences of Massive Open Online Courses (MOOCs), Ahn, Yyon and Cha (2015) built on the CDLF of Parrish & Linder-VanBerschot (2010) showing how awareness, cultural sensitivity and relatively minor adjustments could enhance the online learning experience of such students without detracting from the quality and substance of the courses.<br />
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The introduction of digital innovation in the learning environment does not automatically lead to universal acceptance, but can resoundingly be rejected in any culture when it is felt basic assumptions and expectations are being violated – as the study of an online peer-to-peer review workshop tool revealed (Wilson, Diao, & Huang, 2015). Even if peer-to-peer review and data analytics have meta-cognitive benefits, their implementation is often poor and occurs within a context where cooperation and collaboration is espoused but underlying assumptions and pressures of competition and the importance of good grades prevail (Durall & Gros, 2014; Wilson et al., 2015). Similarly, suboptimal outcomes are seen if the social-emotional needs and group formation process is neglected in online scholarship or learning and made subservient to certification and task performance (Carabajal, LaPointe, & Gunawardena, 2003).<br />
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Current trends, futurist predictions, theoretical perspectives</h3>
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Disaggregation and re-aggregation appears to be a theme in many of the discussions on trends and the future of education - something technology allows in ways previously not possible.<br />
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Ware, writing in 2011, predicted that the publication of academic research would be disaggregated between the repository process of registration and dissemination of work and the certification process which includes peer review and branding – an idea that harks back to the learned societies of the 18th and 19th centuries. (Ware, 2011). Four years later this is the reality in open access repositories in China (Ren & Montgomery, 2015). Retractions of research papers have also resulted in the calls for the publication of the complete research work flow including raw data – something that is now technologically possible and feasible as interrogation and data analytic tools develop (Larsen, 2008; Oransky & Marcus, 2010; Ware, 2011).<br />
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Technology enhances the agency of the self-directed learner (SDL) to re-aggregate OER to suit their learning needs. Mike Caulfield’s idea of choral explanations in OER textbooks:<br />
“the text branches off into multiple available explanations of the same concept, explanations authored individually by a wide range of instructors, researchers, and students. You can keep reading until you find the explanation that makes sense, or you can start with simpler explanations and work your way to nuance.” (Caulfield, 2016, para. 63)<br />
opens many possibilities for expanding textbooks to accommodate linguistic and cultural diversity – something international students already do when they purchase two (physical) textbooks, one that is not only in their home language but also in their home pedagogical culture (Bailey, 2016; Kim & Mizuishi, 2014)<br />
<br />
Bates cautions that there is still an agency role to structure and accredit that knowledge acquisition (Bates, 2011), but in a globally mobile and fluid workforce, those aggregators will need to accommodate different cultures of learning. Public/private educational entities such as Singapore’s Institute of Technical Education are taking a regional lead in exporting their vocational training through their educational services division (Chong, 2014; ITEES, 2015; Li, Yao, & Chen, 2014).<br />
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Similarly consideration could be given to using the models and algorithms in the field of adaptive learning (Charles Sturt University, n.d.) and personalisation in order to create cultural adaptations based on parameters set by students.<br />
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Two universities, although very different in design are using innovative online technology, Kiron University to give refugees the opportunity to further their education (Bates, 2015) and Minerva University to give fee paying students a global education that is location independent for both students and professors (Wood, 2014). Such disruptive models of higher education raise all kinds of questions on the implications of digital learning including whether scholarship and research will continue if scholarship is not directly visible or rewarded (Harry Lewis, cited by Wood, 2014). <br />
Implications for scholarly practice<br />
In order to understand the role of technology, Kalantzis and Cope (2015) go back to the etymology of ‘media’ as agents bridging meaning across space and time to facilitate communication, understanding and learning. This has huge implications for scholarly practice.<br />
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Literature on global collaboration in the classroom (Higgitt et al., 2008; Thombs, Ivarsson, & Gillis, 2011), the research process (Siemens & Burr, 2013; Siemens, Cunningham, Duff, & Warwick, 2011) and online conferencing (LaPointe & Gunawardena, 2004) enumerates many benefits of such collaboration. These include but are not limited to the opening of and access to new knowledge; flattening of hierarchies, easier discovery and connection mechanisms; extending the reach and equity of scholars and reducing costs. Some of the problems however, include issues with technological difficulties and failure, differences in equipment standards and capabilities, scheduling issues due to time differences, misunderstandings due to language, the nature of computer-mediated communication including its text-basis, time-independence, asynchronous nature and inability to interpret culturally based non-verbal cues (Pearce et al., 2012; Selwyn, 2010; Veletsianos & Kimmons, 2012a, 2012b; Weller, 2011).<br />
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Of these, language remains a significant barrier to open access international research and learning. Even where all members of a research team are proficient in a language (usually English), research in other languages may not be accessible to non-speakers (Loan & Sheikh, 2016; Ren & Montgomery, 2015), and language and cultural norms may be intertwined where nuance can result in misunderstanding (Siemens & Burr, 2013). As translation software continue to evolve will more students be able to study and do internationally recognised and disseminated research in their home language, (Cheesman et al., 2016; Palaiologou, 2007; Sadykova, 2014)? Or will the dominance of English prevail – albeit with a move to “global English” as envisioned by Schell (2007) and what will be lost as a result?<br />
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<h3 style="text-align: left;">
Conclusion</h3>
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Digital scholarship within the context of international and globalised education could benefit from additional critical reflection into the assumptions concerning and attitudes towards multi-cultural and multi-lingual students and fellow researchers. Given the plethora of technological tools, research, knowledge and practice in non-BANA educational institutions, of intrepid researchers in BANA institutions and of multi-national corporations there are ample examples of best practice and the potential to positively impact student learning and educational scholarship in the digital realm.<br />
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References</h2>
Ahn, M. L., Yoon, H. S., & Cha, H. J. (2015). Cultural sensitivity and design implications of MOOCs from Korean learners’ perspectives: Case studies on edX and Coursera. Educational Technology International, 16(2), 201–229. Retrieved from http://www.kset.or.kr/eti_ojs/index.php/instruction/article/viewFile/49/pdf_15<br />
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Bailey, N. (2016, August 27). OER textbooks and the potential for multicultural environment [Web Log]. Retrieved 27 August 2016, from http://thinkspace.csu.edu.au/informativeflights/2016/08/27/oer-textbooks-and-the-potential-for-multicultural-environment/<br />
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Bates, T. (2011). Understanding Web 2.0 and its implications for e-learning. In M. J. W. Lee & C. McLoughlin (Eds.), Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching (pp. 20–42). Hershey, PA: Information Science Reference. Retrieved from 10.4018/978-1-60566-294-7<br />
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Bates, T. (2015, October 30). Using MOOCs to help refugees [Web Log]. Retrieved 27 August 2016, from http://www.tonybates.ca/2015/10/30/using-moocs-to-help-refugees/<br />
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Boelens, H. (2010). The evolving role of the school library and information centre in education in digital Europe (PhD Thesis). Middlesex University. Retrieved from http://eprints.mdx.ac.uk/7329/<br />
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Boelens, H., Cherek, J., Tilke, A., & Bailey, N. (2015). Communicating across cultures: Cultural identity issues and the role of the multicultural, multilingual school library within the school community. Presented at the ‘The school library rocks’ IASL 2015, Maastricht, Netherlands.<br />
Boyer, E. L. (1990). Scholarship reconsidered: priorities of the professoriate. Princeton, N.J: Carnegie Foundation for the Advancement of Teaching.<br />
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Carabajal, K., LaPointe, D., & Gunawardena, C. (2003). Group development in online learning communities. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 217–234). Mahwah, N.J: L. Erlbaum Associates.<br />
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Catterick, D. (2007). Do the philosophical foundations of online learning disadvantage non-western students? In A. Edmundson (Ed.), Globalized E-Learning Cultural Challenges: (pp. 116–129). Hershey, PA: Information Science Pub.<br />
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Caulfield, M. (2016, July 12). Choral explanations and OER: A summary of thinking to date [Web Log]. Retrieved 27 August 2016, from https://hapgood.us/2016/07/12/choral-explanations-and-oer-a-summary-of-thinking-to-date/<br />
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Chan, C. K. K. (2010). Classroom innovation for the Chinese learner: Transcending dichotomies and transforming pedagogy. In C. K. K. Chan & N. Rao (Eds.), Revisiting The Chinese Learner (pp. 169–210). Dordrecht: Springer Netherlands.<br />
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Chan, C. K. K., & Rao, N. (Eds.). (2010). Revisiting the Chinese learner: changing contexts, changing education. Dordrecht: Springer.<br />
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Charles Sturt University. (n.d.). Flexible and adaptive learning. Retrieved 28 August 2016, from http://uimagine.edu.au/csulx/model/flexible-adaptive.html<br />
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Cheesman, T., Flanagan, K., Thiel, S., Rybicki, J., Laramee, R. S., Hope, J., & Roos, A. (2016). Multi-retranslation corpora: Visibility, variation, value, and virtue. Digital Scholarship in the Humanities. http://doi.org/10.1093/llc/fqw027<br />
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Chong, T. (2014). Vocational education in Singapore: meritocracy and hidden narratives. Discourse: Studies in the Cultural Politics of Education, 35(5), 637–648. http://doi.org/10.1080/01596306.2014.927165<br />
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Durall, E., & Gros, B. (2014). Learning analytics as a metacognitive tool (pp. 380–384). Presented at the CSEDU 2014 - 6th International Conference on Computer Supported Education.<br />
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Edmundson, A. (Ed.). (2007a). Globalized e-learning cultural challenges. Hershey, PA: Information Science Pub.<br />
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Edmundson, A. (2007b). The cultural adaptation process (CAP) model: Designing E-learning for another culture. In A. Edmundson (Ed.), Globalized E-Learning Cultural Challenges: (pp. 267–290). Hershey, PA: Information Science Pub.<br />
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Gazi, Y. (2014). Issues surrounding a heutagogical approach in global engineering education. In 360 of Engineering Education. Indianapolis: ASEE. Retrieved from https://peer.asee.org/issues-surrounding-a-heutagogical-approach-in-global-engineering-education.pdf<br />
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Hardy, C., & Tolhurst, D. (2014). Epistemological beliefs and cultural diversity matters in management education and learning: A critical review and future directions. Academy of Management Learning & Education, 13(2), 265–289. http://doi.org/10.5465/amle.2012.0063<br />
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Healey, M. (2000). Developing the scholarship of teaching in higher education: A discipline-based approach. Higher Education Research & Development, 19(2), 169–189. http://doi.org/10.1080/072943600445637<br />
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Higgitt, D., Donert, K., Healey, M., Klein, P., Solem, M., & Vajoczki, S. (2008). Developing and enhancing international collaborative learning. Journal of Geography in Higher Education, 32(1), 121–133. http://doi.org/10.1080/03098260701731629<br />
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Hofstede, G. H., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: software of the mind: intercultural cooperation and its importance for survival (3rd ed). New York: McGraw-Hill.<br />
ITEES. (2015). About ITE Education Services. Retrieved 27 August 2016, from http://www.itees.com.sg/<br />
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Kalantzis, M., & Cope, B. (2015). Learning and new media. In D. Scott & E. Hargreaves (Eds.), The Sage Handbook of learning (pp. 373–387). Thousand Oaks, CA: SAGE Publications Ltd. Retrieved from http://neamathisi.com/_uploads/Kalantzis_and_Cope_Learning_and_New_Media_2015.pdf<br />
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Kim, M., & Mizuishi, K. (2014, December). Language and cultural differences and barriers in an international school setting - personal experiences and reflections. UWCSEA-East.<br />
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LaPointe, D. K., & Gunawardena, C. N. (2004). Developing, testing and refining of a model to understand the relationship between peer interaction and learning outcomes in computer‐mediated conferencing. Distance Education, 25(1), 83–106. http://doi.org/10.1080/0158791042000212477<br />
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Larsen, R. L. (2008). On the threshold of cyberscholarship. The Journal of Electronic Publishing, 11(1). http://doi.org/10.3998/3336451.0011.102<br />
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Law, N. W. Y., Yuen, A. H. K., Chan, C. K. K., Yuen, J. K. L., Pan, N. F. C., Lai, M., & Lee, V. S. L. (2010). New experiences, new epistemology, and the pressures of change: The Chinese learner in transition. In C. K. K. Chan & N. Rao (Eds.), Revisiting The Chinese Learner (pp. 89–129). Dordrecht: Springer Netherlands.<br />
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Li, W., Yao, W., & Chen, N. (2014). Strategic development for advancing ODL institutions: A SWOT analysis from the Open University of China. In Advancing Open and Distance Learning: Research and Practices. Hong Kong: The Open University of Hong Kong. Retrieved from http://s3.amazonaws.com/academia.edu.documents/37915895/AAOU_Proceedings28th.pdf?AWSAccessKeyId=AKIAJ56TQJRTWSMTNPEA&Expires=1471741257&Signature=VzzGfsbMtx0%2ByQAEdqwbOxicq4E%3D&response-content-disposition=inline%3B%20filename%3DBlessing_or_Curse_Open_Educational_Resou.pdf#page=771<br />
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Loan, F. A., & Sheikh, S. (2016). Analytical study of open access health and medical repositories. The Electronic Library, 34(3), 419–434. http://doi.org/10.1108/EL-01-2015-0012<br />
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Looker, P. (2011). Globalising the local: The scholarship of teaching and learning in a larger context. Journal of the NUS Teaching Academy, 1(1), 21–31.<br />
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Oransky, I., & Marcus, A. (2010, August 3). Why write a blog about retractions? [Web Log]. Retrieved 20 August 2016, from http://retractionwatch.com/2010/08/03/why-write-a-blog-about-retractions/<br />
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Palaiologou, N. (2007). Intercultural dimensions in the information society: Reflections on designing and developing culturally-oriented learning. In A. Edmundson (Ed.), Globalized E-Learning Cultural Challenges: (pp. 267–290). Hershey, PA: Information Science Pub.<br />
<br />
Pappas, C. (2015, January). The top eLearning statistics and facts for 2015 you need to know [Web Log]. Retrieved 28 August 2016, from https://elearningindustry.com/elearning-statistics-and-facts-for-2015<br />
<br />
Parrish, P., & Linder-VanBerschot, J. A. (2010). Cultural dimensions of learning: Addressing the challenges of multicultural instruction. International Review of Research in Open & Distance Learning, 11(2), 1–19.<br />
<br />
Pearce, N., Weller, M., Scanlon, E., & Kinsley, S. (2012). Digital scholarship considered: How new technologies could transform academic work. In Education, 16(1). Retrieved from http://ineducation.ca/ineducation/article/view/44<br />
<br />
Rao, N., & Chan, C. K. K. (2010). Moving Beyond paradoxes: Understanding Chinese learners and their teachers. In C. K. K. Chan & N. Rao (Eds.), Revisiting The Chinese Learner (pp. 3–32). Dordrecht: Springer Netherlands.<br />
<br />
Ren, X., & Montgomery, L. (2015). Open access and soft power: Chinese voices in international scholarship. Media, Culture & Society, 37(3), 394–408. http://doi.org/10.1177/0163443714567019<br />
<br />
Sadykova, G. (2014). Mediating knowledge through peer-to-peer interaction in a multicultural online learning environment: A case of international students in the US. The International Review of Research in Open and Distributed Learning, 15(3).<br />
<br />
Schell, M. (2007). How to globalize online course content. In A. Edmundson (Ed.), Globalized E-Learning Cultural Challenges: (pp. 155–167). Hershey, PA: Information Science Pub.<br />
<br />
Selwyn, N. (2010). Looking beyond learning: notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65–73. http://doi.org/10.1111/j.1365-2729.2009.00338.x<br />
<br />
Siemens, L., & Burr, E. (2013). A trip around the world: Accommodating geographical, linguistic and cultural diversity in academic research teams. Literary and Linguistic Computing, 28(2), 331–343. http://doi.org/10.1093/llc/fqs018<br />
<br />
Siemens, L., Cunningham, R., Duff, W., & Warwick, C. (2011). A tale of two cities: implications of the similarities and differences in collaborative approaches within the digital libraries and digital humanities communities. Literary and Linguistic Computing, 26(3), 335–348. http://doi.org/10.1093/llc/fqr028<br />
<br />
Suzuki, K., & Nemoto, J. (2012). Cultural and social frameworks of instructional design (pp. 22–24). Presented at the 10th International Conference for Media in Education, Beijing.<br />
<br />
Thombs, M., Ivarsson, L., & Gillis, M. (2011). Building bridges across the Atlantic: The impact of technology facilitated classroom partnerships on cultural competency and language skills. In M. Bhattacharya, N. Mach, & M. Moallem (Eds.), Emerging Technologies in Learning: Impact on Cognition and Culture (pp. 35–44). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/39252<br />
<br />
Veletsianos, G., & Kimmons, R. (2012a). Assumptions and challenges of open scholarship. International Review of Research in Open and Distance Learning, 13(4). Retrieved from http://search.proquest.com/docview/1634473693?accountid=10344<br />
<br />
Veletsianos, G., & Kimmons, R. (2012b). Networked participatory scholarship: Emergent techno-cultural pressures toward open and digital scholarship in online networks. Computers & Education, 58(2), 766–774. http://doi.org/10.1016/j.compedu.2011.10.001<br />
<br />
Ware, M. (2011). Peer review: Recent experience and future directions. New Review of Information Networking, 16(1), 23–53. http://doi.org/10.1080/13614576.2011.566812<br />
<br />
Weller, M. (2011). The nature of scholarship. In The Digital Scholar : How Technology Is Transforming Scholarly Practice (1st ed., pp. 41–51). London: Bloomsbury Academic. Retrieved from http://www.bloomsburycollections.com/book/the-digital-scholar-how-technology-is-transforming-scholarly-practice/ch4-the-nature-of-scholarship/<br />
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Wilson, M. J., Diao, M. M., & Huang, L. (2015). ‘I’m not here to learn how to mark someone else’s stuff’: an investigation of an online peer-to-peer review workshop tool. Assessment & Evaluation in Higher Education, 40(1), 15–32. http://doi.org/10.1080/02602938.2014.881980<br />
<br />
Wood, G. (2014, September). The future of college? Retrieved 27 August 2016, from http://www.theatlantic.com/magazine/archive/2014/09/the-future-of-college/375071/<br />
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Young, P. A. (2009). The Culture-Based Model framework. In P. A. Young, Instructional Design Frameworks and Intercultural Models: (pp. 37–53). Hershey, PA: IGI Global. Retrieved from 10.4018/978-1-60566-426-2.ch003<br />
<br />
Zhang, Z., & Kenny, R. F. (2010). Learning in an online distance education course: Experiences of three international students. International Review of Research in Open and Distance Learning, 11(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/775/1481<br />
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<br />Appendix 1: Illustrations of Models</h2>
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Figure 1: IAMC model Ginsberg & Wlodkowski, 2009 (cited in Suzuki & Nemoto, 2012 p. 25)<br />
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Figure 2: Cultural Dimensions Learning Framework (Parrish & Linder-VanBerschot, 2010, summarized in Ahn, Yoon & Cha, 2015, p.207)<br />
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Figure 3: Culture Based Model, Young, 2009, p. 38<br />
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Figure 4: Cultural Adaptation Process (Edmundson, 2007b, p. 269)<br />
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-47229967574016458362016-08-30T20:31:00.001+08:002016-08-30T20:32:29.534+08:00Is Digital Scholarship limited by cultural myopia?<div dir="ltr" style="text-align: left;" trbidi="on">
<h2 style="text-align: left;">
Introduction</h2>
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<br /></div>
The parameters of scholarship in education are often based on Boyer’s (1990) dimensions of discovery, integration, application and teaching. Healey further expands on the scholarship of teaching to include “research into teaching and learning, critical reflection of practice and communication and dissemination about the practice of one’s subject” (2000, p. 169).<br />
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Broadening the discussion to include the transformational aspects of “digital” technology, educational scholarship has been enriched through open data, open publishing, a blurring of the academic and ‘real’ world, open teaching and learning and a movement from the individual to the distributed scholar and global access (Pearce, Weller, Scanlon, & Kinsley, 2012). However, Pearce etal. (2012, p. 169) cautioned that technology is “a necessary but not sufficient condition” for true scholarship. The question is, given the potential and reality of technology, what else is needed to fulfil the obligations of a modern ‘digital’ scholar?<br />
<h2 style="text-align: left;">
Argument statement </h2>
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<br /></div>
This essay will argue that the dominance of a Western cognitive constructivist tradition in online and offline education, led by British, Australasian and North American (BANA) institutions limits knowledge, understanding and progress not only of its students, but of its scholars as well in exploiting the true potential of open educational tools and resources. <br />
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There are four main reasons for situating this essay in the context of teaching and learning, in particular, a critical reflection of digital scholarship practice in relation to multi-cultural multi-lingual (MCML) learning environments. Firstly, demographic shifts in education are occurring at an unprecedented rate as a result of globalisation, immigration, migration, and war (Boelens, 2010; Boelens, Cherek, Tilke, & Bailey, 2015). Secondly a significant shift to online education where the global market is showing a 9.2% five year annual compound growth rate and is now worth $107 billion led by India and China (Pappas, 2015). Thirdly, work and employment increasingly is global, remote and disaggregated with globally mobile and fluid workforce and both employers and employees requiring “just in time” rather than “just in case” skills and knowledge. Finally, and perhaps most importantly, there is a moral, ethical and value-based argument. On the one hand, MCML students are prejudiced by the dominance of a Western cognitive constructivist tradition in education (Catterick, 2007; Sadykova, 2014; Zhang & Kenny, 2010) and on the other, ignoring the MCML dimension limits critical reflective practice, the potential of international digital scholarship and knowledge and understanding of a large part of the educational scholars’ field.<br />
<h2 style="text-align: left;">
Interpretive Discussion</h2>
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<h3 style="text-align: left;">
Background</h3>
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Traditionally, creating culturally-responsive accommodations for MLMC students has faced considerable institutional opposition. The response of educational institutions, comprised a narrow range between non-accommodation and intervention in the form of student induction into ‘the system’ i.e. modify the student not the program (Catterick, 2007; Parrish & Linder-VanBerschot, 2010). Arguments against interventions cite costs, quality control, and expectations of the students themselves and their future employers that they are “Westernised” as a by-product of their education (Catterick, 2007).<br />
<br />
Parrish and Linder-VanBerschot (2010) acknowledge these issues and suggest that institutions distinguish between entrenched cultural values and superficial practices, and create interventions with constructivist and instructivist alternatives or choices in learning activities and instructional format only where these are critical to learning success. Researchers sound a word of caution against cultural generalizations that lead to stereotyping and discrimination (Gazi, 2014; Hardy & Tolhurst, 2014; Parrish & Linder-VanBerschot, 2010). This can be ameliorated through a combination of embedding cultural considerations in each stage of the instructional design process, ensuring an iterative practice of reflection and modification and encouraging student interaction and feedback (Parrish & Linder-VanBerschot, 2010; Young, 2009).<br />
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Models designed to foster awareness of cultural implications in education vary in their orientation. Initially research done in corporations (Hofstede, Hofstede, & Minkov, 2010) and physical classrooms led to classroom or systems originated and oriented models such as the Inclusion, Attitude, Meaning, Competence (IAMC) model of Ginsberg & Wlodkowski (2009, cited in Suzuki & Nemoto, 2012) and the Cultural Dimensions Learning Framework (CDLF) (Parrish & Linder-VanBerschot, 2010) which were adapted for online learning.<br />
<br />
In contrast, the Culture Based Model (CBM) framework of Young (2009) and the Cultural Adaptation Process (CAP) model (Edmundson, 2007b) are product oriented with the aim of guiding designers to incorporate culture in the design of digital and online educational products. (See Appendix 1 for illustrations of these models).<br />
<h3 style="text-align: left;">
Reflection on teaching and learning in a multi-cultural environment</h3>
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<br /></div>
Educational institutions are not the only suppliers of teaching and learning. Commercial entities, particularly multinational companies, go to an enormous amount of effort in creating culturally compatible user interfaces - see Edmundson’s (2007a) book “Globalized e-learning cultural challenges”. One could argue that this effort directly benefits their bottom line, however all institutions would benefit from this approach.<br />
<br />
Fortunately there are some researchers open-minded enough to examine the assumptions of their own culture, reflect on the embedded cultural practices of teaching and learning and those of the digital platforms and applications and thoughtfully researching ways to reconcile the two so as to optimise the learning of their students (Chan & Rao, 2010; Looker, 2011; Ren & Montgomery, 2015; Sadykova, 2014). Critical examination of one’s own culture and introducing new technologies in a more considered and less forceful way, appears to result in more success and acceptance. Pedagogy aligned with sociocultural context allows scaffolding of current to new practice and understanding (Chan, 2010; Chan & Rao, 2010; Law et al., 2010; Rao & Chan, 2010).<br />
<br />
Chan (2010) demonstrated aspects of the Confucian approach to teaching and learning were highly compatible with the values of digital scholarship, and showed how modifications in the way technological tools for collaborative learning were introduced positively impacted their acceptance by teachers and students in a high school setting.<br />
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More recently, in examining Korean students’ experiences of Massive Open Online Courses (MOOCs), Ahn, Yyon and Cha (2015) built on the CDLF of Parrish & Linder-VanBerschot (2010) showing how awareness, cultural sensitivity and relatively minor adjustments could enhance the online learning experience of such students without detracting from the quality and substance of the courses.<br />
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The introduction of digital innovation in the learning environment does not automatically lead to universal acceptance, but can resoundingly be rejected in any culture when it is felt basic assumptions and expectations are being violated – as the study of an online peer-to-peer review workshop tool revealed (Wilson, Diao, & Huang, 2015). Even if peer-to-peer review and data analytics have meta-cognitive benefits, their implementation is often poor and occurs within a context where cooperation and collaboration is espoused but underlying assumptions and pressures of competition and the importance of good grades prevail (Durall & Gros, 2014; Wilson et al., 2015). Similarly, suboptimal outcomes are seen if the social-emotional needs and group formation process is neglected in online scholarship or learning and made subservient to certification and task performance (Carabajal, LaPointe, & Gunawardena, 2003).<br />
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<h3 style="text-align: left;">
Current trends, futurist predictions, theoretical perspectives</h3>
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Disaggregation and re-aggregation appears to be a theme in many of the discussions on trends and the future of education - something technology allows in ways previously not possible.<br />
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Ware, writing in 2011, predicted that the publication of academic research would be disaggregated between the repository process of registration and dissemination of work and the certification process which includes peer review and branding – an idea that harks back to the learned societies of the 18th and 19th centuries. (Ware, 2011). Four years later this is the reality in open access repositories in China (Ren & Montgomery, 2015). Retractions of research papers have also resulted in the calls for the publication of the complete research work flow including raw data – something that is now technologically possible and feasible as interrogation and data analytic tools develop (Larsen, 2008; Oransky & Marcus, 2010; Ware, 2011).<br />
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Technology enhances the agency of the self-directed learner (SDL) to re-aggregate OER to suit their learning needs. Mike Caulfield’s idea of choral explanations in OER textbooks:<br />
“the text branches off into multiple available explanations of the same concept, explanations authored individually by a wide range of instructors, researchers, and students. You can keep reading until you find the explanation that makes sense, or you can start with simpler explanations and work your way to nuance.” (Caulfield, 2016, para. 63)<br />
opens many possibilities for expanding textbooks to accommodate linguistic and cultural diversity – something international students already do when they purchase two (physical) textbooks, one that is not only in their home language but also in their home pedagogical culture (Bailey, 2016; Kim & Mizuishi, 2014)<br />
<br />
Bates cautions that there is still an agency role to structure and accredit that knowledge acquisition (Bates, 2011), but in a globally mobile and fluid workforce, those aggregators will need to accommodate different cultures of learning. Public/private educational entities such as Singapore’s Institute of Technical Education are taking a regional lead in exporting their vocational training through their educational services division (Chong, 2014; ITEES, 2015; Li, Yao, & Chen, 2014).<br />
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Similarly consideration could be given to using the models and algorithms in the field of adaptive learning (Charles Sturt University, n.d.) and personalisation in order to create cultural adaptations based on parameters set by students.<br />
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Two universities, although very different in design are using innovative online technology, Kiron University to give refugees the opportunity to further their education (Bates, 2015) and Minerva University to give fee paying students a global education that is location independent for both students and professors (Wood, 2014). Such disruptive models of higher education raise all kinds of questions on the implications of digital learning including whether scholarship and research will continue if scholarship is not directly visible or rewarded (Harry Lewis, cited by Wood, 2014). <br />
Implications for scholarly practice<br />
In order to understand the role of technology, Kalantzis and Cope (2015) go back to the etymology of ‘media’ as agents bridging meaning across space and time to facilitate communication, understanding and learning. This has huge implications for scholarly practice.<br />
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Literature on global collaboration in the classroom (Higgitt et al., 2008; Thombs, Ivarsson, & Gillis, 2011), the research process (Siemens & Burr, 2013; Siemens, Cunningham, Duff, & Warwick, 2011) and online conferencing (LaPointe & Gunawardena, 2004) enumerates many benefits of such collaboration. These include but are not limited to the opening of and access to new knowledge; flattening of hierarchies, easier discovery and connection mechanisms; extending the reach and equity of scholars and reducing costs. Some of the problems however, include issues with technological difficulties and failure, differences in equipment standards and capabilities, scheduling issues due to time differences, misunderstandings due to language, the nature of computer-mediated communication including its text-basis, time-independence, asynchronous nature and inability to interpret culturally based non-verbal cues (Pearce et al., 2012; Selwyn, 2010; Veletsianos & Kimmons, 2012a, 2012b; Weller, 2011).<br />
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Of these, language remains a significant barrier to open access international research and learning. Even where all members of a research team are proficient in a language (usually English), research in other languages may not be accessible to non-speakers (Loan & Sheikh, 2016; Ren & Montgomery, 2015), and language and cultural norms may be intertwined where nuance can result in misunderstanding (Siemens & Burr, 2013). As translation software continue to evolve will more students be able to study and do internationally recognised and disseminated research in their home language, (Cheesman et al., 2016; Palaiologou, 2007; Sadykova, 2014)? Or will the dominance of English prevail – albeit with a move to “global English” as envisioned by Schell (2007) and what will be lost as a result?<br />
<h3 style="text-align: left;">
Conclusion</h3>
Digital scholarship within the context of international and globalised education could benefit from additional critical reflection into the assumptions concerning and attitudes towards multi-cultural and multi-lingual students and fellow researchers. Given the plethora of technological tools, research, knowledge and practice in non-BANA educational institutions, of intrepid researchers in BANA institutions and of multi-national corporations there are ample examples of best practice and the potential to positively impact student learning and educational scholarship in the digital realm.<br />
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<h2 style="text-align: left;">
References</h2>
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Bailey, N. (2016, August 27). OER textbooks and the potential for multicultural environment [Web Log]. Retrieved 27 August 2016, from http://thinkspace.csu.edu.au/informativeflights/2016/08/27/oer-textbooks-and-the-potential-for-multicultural-environment/<br />
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Bates, T. (2011). Understanding Web 2.0 and its implications for e-learning. In M. J. W. Lee & C. McLoughlin (Eds.), Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching (pp. 20–42). Hershey, PA: Information Science Reference. Retrieved from 10.4018/978-1-60566-294-7<br />
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Carabajal, K., LaPointe, D., & Gunawardena, C. (2003). Group development in online learning communities. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 217–234). Mahwah, N.J: L. Erlbaum Associates.<br />
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<br />Appendix 1: Illustrations of Models</h2>
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<a href="https://4.bp.blogspot.com/-_XNNWL-1TQA/V8V7wj961II/AAAAAAAChq8/qnGqGA0i_YoHijBMLwikFe6tCiDqTfcmACLcB/s1600/Screen%2BShot%2B2016-08-28%2Bat%2B6.52.26%2Bpm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="384" src="https://4.bp.blogspot.com/-_XNNWL-1TQA/V8V7wj961II/AAAAAAAChq8/qnGqGA0i_YoHijBMLwikFe6tCiDqTfcmACLcB/s640/Screen%2BShot%2B2016-08-28%2Bat%2B6.52.26%2Bpm.png" width="640" /></a></div>
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Figure 1: IAMC model Ginsberg & Wlodkowski, 2009 (cited in Suzuki & Nemoto, 2012 p. 25)<br />
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Figure 2: Cultural Dimensions Learning Framework (Parrish & Linder-VanBerschot, 2010, summarized in Ahn, Yoon & Cha, 2015, p.207)<br />
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Figure 3: Culture Based Model, Young, 2009, p. 38<br />
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Figure 4: Cultural Adaptation Process (Edmundson, 2007b, p. 269)<br />
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-858845704506895472016-06-22T19:36:00.000+08:002016-06-22T19:36:00.390+08:00The year that's been<div dir="ltr" style="text-align: left;" trbidi="on">
And so on Friday my first year as a full-time teacher-librarian concluded. I wish I had blogged more frequently because now looking back on the year it just seems to be one big blur. There were ups and downs, things I did well on and things I utterly failed with. <br />
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Absolutely my biggest failure has been to learn the names of my students. Anyone with tips and tricks - greatly appreciated. I'm doing the "sweetie / dear" thing; and of course my students see through that - they are so perceptive.</div>
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I've learnt a lot from them. And I have more to learn. More patience, more tolerance, more differentiation, more attention to students as individuals.</div>
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What has gone well? A few initiatives have worked, a few classes stood out as being successful - is that as much as one could ask for? Our parents appreciated our "Library Bytes" sessions - and on the last few days quite a few parents reached out to us to find out more about our initiatives for preventing the summer slide - parents we haven't seen all year - thank-you to the teachers who nudged them in our direction.</div>
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We did really well in the Readers' Cup, with our older readers taking first prize - but was that me or was that having a few very strong individuals in the team who pulled the rest together? Or is it even about the victory or rather the parents commenting that students have noticeably "become readers" since joining the teams?</div>
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Our Blokes with Books club has been very successful - again I cannot take much credit except for making the space and opportunity available and finding the right teacher to run it for me, so all credit really goes to him. </div>
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I've not done so well with my Keen Bean readers - part of it was the timing - during DEAR time so effectively only 10 minutes by the time they'd all arrived, part of it was the easy-come-easy-go nature of the activity with the students coming in and out, part of it was me not being structured enough with the activity.</div>
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We had quite a few author visits and those were well received - I'd like to expand on that any have more literacy / writing workshops with the authors. The groups were very big and the danger is the intimacy is lost and it becomes a "show" or "production" rather than something more personal.</div>
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Teacher PD has been an issue - not being granted the time, not forcing being granted the time, not having the confidence in my role and not understanding that there is no way rolling out a Scope and Sequence will work with students if teachers aren't on board - we needed to get buy in for that a lot earlier in the year - so that's top of the list for next year. I don't think I'm the only TL suffering from this problem, and like many before me I do it the winning hearts and minds one by one approach. Unfortunately of course the attrition of international school teachers means some of those hearts and minds are leaving for other shores. </div>
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Diversity and expansion of World Language books - particularly Chinese has gone relatively well. Interestingly enough it has been the local education assistants who have noticed the increase in locally and regionally written works the most, and have expressed appreciation for this. Increasing circulation of Chinese books and the whole Chinese literacy part of the equation now needs to be worked on. I hope part of the problem is resolved by "build it and they will come". Having a native Chinese speaker on staff has already shown benefits.</div>
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The library 24/7 initiative has largely been spearheaded by putting a lot of effort into Libguides. They're really well frequented, particularly the main launch pad guide. Finding a balanced compromise with the new LMS is the next phase. I've even taken some time out to learn a bit of basic HTML and CSS which has been good.</div>
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Next up - nice long vacation, starting my capstone course to finish my M.Ed and getting ready for the new year. </div>
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-51994493821127005382016-06-18T10:18:00.001+08:002016-06-18T10:18:37.071+08:00Right sentiment - wrong question<div dir="ltr" style="text-align: left;" trbidi="on">
My husband and I attended a "school board of governors meets the parents" evening on Thursday night and one of the attendees asked what the school was doing to encourage more girls to go into STEM careers. There was also some discussion about the fact that even in this liberal high achieving school certain stereotypes of "boys being good at math" and "girls being good at the humanities" was panning out (if the ISA scores were an indication at least).<br />
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I am glad that type of question was asked, but I think we need to examine the whole gender thing far more deeply. It's not just about STEM. After the public forum, I confronted the head about the fact that except for this meeting and one other on "teens and technology", every other public forum of the school had been held during working hours. Including the coming "meet the teacher" event. Which meant that either working parents couldn't attend, or one or the other or both had to take leave. What kind of message are we sending our students - male and female - at this most formative time in their lives about who we allow and expect to be engaged in a child's education?<br />
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If these meetings are not important - why hold them? If they are important, why are you excluding the economically active role models of your community and only including those who either have enough leisure, have the financial means to be free during working hours, or have chosen for one reason or another (including the reason that if they didn't stay at home they couldn't be a participant in their school community life) not to work full-time.<br />
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In the years that I chose not to work full-time, one of the over-riding factors in my choice was exactly that I wanted to be a part of my children's school community and to contribute to their educational lives in this way. Then I was thrust into full-time work out of economic necessity and no longer had the luxury of factoring this into my choice. And now I am one of the excluded. <br />
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Now as an excluded I wonder if I am the only one protesting, or if there are more like me, but we are just not aware of each other, since through our exclusion we are isolated voices that can be ignored. I wonder how many tried, failed and gave up. Because the school's standard answer is that evening events / meetings are not well attended so they are not worth their while. Is it the chicken or the egg. And more than anything else, what does that say to our daughters and sons about expectations of motherhood, careers, educators, participation in a community?</div>
deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-63062941367243832312016-04-08T03:22:00.001+08:002016-04-08T03:43:52.840+08:00A short tale of grit and resilience<div dir="ltr" style="text-align: left;" trbidi="on">
As a teacher-librarian who still has one foot deeply immersed in academia I spend a considerable time wondering if the things we do are the "right" things. And that's before I've opened any social media related to the profession where people are posting articles about the wrongs of everything from <a href="http://edexcellence.net/articles/leveled-reading-the-making-of-a-literacy-myth" target="_blank">levelled reading</a> to <a href="http://www.educationworld.com/a_curr/curr259.shtml" target="_blank">literature circles</a>, <a href="http://informativeflights.blogspot.sg/2015/10/do-reading-incentives-work.html" target="_blank">reading competitions</a>, to <a href="https://teachfromtheheart.wordpress.com/2014/03/05/dear-google-you-should-have-talked-to-me-first/" target="_blank">accelerated reading programs</a>, to not '<a href="http://www2.curriculum.edu.au/verve/_resources/Connections_72_poster.pdf" target="_blank">over' encouraging </a>reading, even down to whether we've <a href="https://consumerist.com/2016/02/26/fairly-used-why-schools-need-to-teach-kids-the-whole-truth-about-copyright/" target="_blank">really considered academic honesty properly</a>.<br />
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So sure, we probably do somethings wrong. In fact daily I'm deeply aware that I'm failing some students some of the days, and a small number of students all of the time. And yet. There are moments when I do think things come together and they allow our students to shine - and those are the tales of grit and resilience that the popular educational press love. And so too, at the danger of following the bandwagon, I'll add my tales too.<br />
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<a href="http://4.bp.blogspot.com/-V_RRdqIejVE/Vway7-IwcvI/AAAAAAACgOY/F6GYS5kElhYaMl__VFmVk-QmUQ9Zr8Png/s1600/red%2Bdot%2Bbooks.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="188" src="https://4.bp.blogspot.com/-V_RRdqIejVE/Vway7-IwcvI/AAAAAAACgOY/F6GYS5kElhYaMl__VFmVk-QmUQ9Zr8Png/s200/red%2Bdot%2Bbooks.png" width="200" /></a>Yesterday, our school had their trials to select the students who would form the teams for the "<a href="https://sites.google.com/site/reddotbookawards20152016/readers-cup" target="_blank">Readers' Cup</a>" competition. We've been meeting weekly preparing for this competition, students have busily been reading the 6 books in their category, creating questions, quizzing each other and re-reading the books. We had about 40 students and could only choose 4 teams of 6. At which point some educators would be crying "foul" and "no fair". But hear me out, and the tales of 3 students.<br />
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The first is an ELL (English Language Learner) student - been learning English for about 2 years. Nervous about joining at all initially, bolstered by a friend who was also taking part. Enters the library to take part in the competition yesterday with a little notebook which is promptly removed by me. Look of dismay. I explain that we only allow a pencil and the iPad for the multiple choice round. The competition ends. She's a solid contender, right there in the middle of the pack. She's in! While tidying up, we find the notebook we'd put aside. Extensive notes on each and every book... *<br />
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The next, a student who decides to join the competition just before the Spring break. She's read none of the books, but I tell her she's welcome to try anyway, and the library is open all holiday. From time-to-time in the vacation I get a little email to say she's finished another book and I congratulate her. Then on Saturday the blow falls - she'd been reading the books in the wrong (higher) category and had only actually read two books at the right level... I write back to her and tell her not to panic, she still has 4 days, and I suggest a schedule whereby she reads the longest most challenging books first and leaves the picture book for last, and say if necessary I'll come into the library over the weekend to open it for her, and she can come and read in the library every recess and lunch time (usually the times are staggered by grade). She says it's OK, she'll manage. And manage she does. Not only does she finish all 6 books by the deadline, but she's the highest scorer in her category.<br />
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The third are two sisters. One a very strong reader, one a little less so, and younger. The older student is constantly encouraging the younger to keep reading. Spends time both at home and at school quizzing her on the books she's completed. Keeps me updated on their progress. Both sisters are selected in their categories, both top scorers. But I'm pretty sure the younger student would not have done as well without the home support and encouragement.<br />
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Invariably there are disappointments. We selected two "back-up" students per category, and after attrition from conflicts with other activities and last minute dropping out for various reasons, each category had 3 students who wouldn't take part. Of the 6 students, 5 had not finished all the books, didn't take it perhaps as seriously as they could have if they'd truly wanted to take part. Didn't attend meetings or make questions or really try. But one I feel responsible for, he's a good reader. A voracious reader. He'd wanted to take part in they younger category, but I convinced him to try for the older, but it was apparently too much for him. A misjudgement on my part. And I'm not sure what I should do now. Certainly in the future I'll trust a students' own judgement more and not try to convince them otherwise.<br />
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* She was not the only student who had an ELL background, for a large percentage of our students English is a second language, but she's still in the ELL program, whereas the rest have 'graduated' over the years.<br />
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-72097632235492596542016-02-25T07:45:00.000+08:002016-02-25T07:45:00.635+08:00This book must die!<div dir="ltr" style="text-align: left;" trbidi="on">
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Our library has just received a big shipment of books and I need to make some space so that the new books don’t get lost. On Friday I therefore did a little exercise with my Grade 6 students that I called “this book must die”.</div>
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Since many of them had either read “The Hunger Games” or “American Sniper” or seen the movie, we discussed it in terms of “<strong><em>what are the survival skills needed</em></strong>” by a book to ensure it’s continued existence on the shelves and “<strong><em>which books are a library / librarian / students’ friends and which are enemies</em></strong>“. The students came up with some great ideas, and showed real insight into the dilemmas and choices facing a librarian. It was also wonderful to see how much more “literarily” mature they had become, with groups of students arguing that books such as the “Rainbow Fairies” and “Horrid Henry” series shouldn’t be in our collection, that they were formulaic with no qualities, and with other students equally passionately defending them – including some boys arguing that their younger sisters loved Rainbow Fairies and had the right to read them until they knew better! I wish I’d video’d them to show to parents who enter long convoluted arguments with me about introducing more “classics” (i.e. the books of their book deprived youth) at a younger age to my students. They proved the case of “free voluntary choice” of books for students and that if you trust your students they’ll rise to the occasion.</div>
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Although I asked them to focus on fiction, a couple brought some very outdated nonfiction books to my attention (think moustachioed librarians straight out of the 80’s), and one even brought a more recent book on scuba diving where all the information wasn’t current anymore to my attention.</div>
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I also let them had a go at the “hallowed hall” of literature circle kits – they did ask. And there definitely were a very strongly felt sentiments about text that they were expected to read either as a class or in small groups. Luckily the “class texts” passed muster (I suspect because the teachers have actually read them – either with the students or independently or even as a read-aloud), but the smaller sets of 4-6 books had three books that will need to be eliminated. The “deal” I made with them is that if even one student came to the passionate defence of a book, it would stay. We had a long discussion about whether or not “award winning” books had any kind of immunity from weeding – again I loved their perceptive comments about the fact that most of the awards originated in America and this didn’t necessarily reflect their world view, interests or priorities.</div>
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Besides arbitrary titles that weren’t particularly important, the following ‘text set’ books, some of which are award winning by “important” authors were condemned:</div>
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<a href="https://www.goodreads.com/book/show/842131.Stowaway?from_search=true&search_version=service" style="color: #eb2121; outline: none; text-decoration: none; transition: all 0.14s ease 0s;" target="_blank">Stowaway</a> – Karen Hesse. 60 students unanimously said they’d struggled through it hating every minute and that it had no redeeming features whatsoever in their eyes.</div>
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<a href="https://www.goodreads.com/book/show/43475.Criss_Cross" style="color: #eb2121; outline: none; text-decoration: none; transition: all 0.14s ease 0s;" target="_blank">Criss Cross</a> – Lynne Rae Perkins – they found it boring, found no connection to their lives</div>
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<a href="https://www.goodreads.com/book/show/948940.The_Heaven_Shop?from_search=true&search_version=service" style="color: #eb2121; outline: none; text-decoration: none; transition: all 0.14s ease 0s;" target="_blank">The Heaven Shop</a> – Deborah Ellis – I promise I didn’t say a word about this. But their sentiments echoed my privately held sentiments exactly. It was superficial, it was written by an outsider, it had too many coincidences so they felt they could no longer suspend belief.</div>
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After 3 exhausting but exhilarating classes the exercise was completed. Then yesterday my Grade 5 classes came for library class and their first question was ‘Ms. please can we also do “this book must die’?” – don’t you love it when a library lesson echoes in the school hallways?</div>
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-84620850018490221362016-01-16T13:20:00.003+08:002016-01-16T13:21:36.063+08:00The right to write<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="background-color: white; color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 16px; line-height: 24px;">One of the most difficult aspects of my last assignment on multicultural and diverse literature (MCD) was coming to grips with the extent to which all literature, including MCD literature is dominated by white and/or western based authors. When I have more headspace I'd like to write an article on what kind of criteria one could apply to assess the legitimacy of authors to tackle MCD themes - aka "the right to write". It would be a set of guidelines that librarians and even teachers and students could use to critically look at existing literature and to use when deciding what books should be purchased and/or included in curricula activities.... <a href="http://thinkspace.csu.edu.au/informativeflights/2016/01/16/the-right-to-write/" target="_blank">(read more)</a></span></div>
deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-7509265778855154442015-12-19T04:54:00.001+08:002016-01-04T11:11:47.274+08:00The Power and Potential of Multicultural Diverse Literature<div dir="ltr" style="text-align: left;" trbidi="on">
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Abstract</h2>
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This article explores how multicultural and diverse literature contributes to a school library collection through its unique ability to inform, provoke socio-emotional responses and stimulate social justice and reform, while validating the experience and identity of a multicultural and diverse student body. Examples of recently published notable books are provided. Themes and conceptual tools of the genre are introduced and the role, challenges and responses of the teacher librarian are examined.<br />
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Introduction</h2>
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Schools around the world are seeing an substantial influx of diverse students due to migration, immigration and globalisation (Boelens, Cherek, Tilke, & Bailey, 2015), a trend that has long been the norm in international schools. Within international schools, those under the umbrella of the International Baccalaureate (IB) are expected to go beyond literacy and numeracy to equip students with attitudes and values that allow them to become socio-emotionally balanced global citizens (International Baccalaureate Organisation, n.d.). Focusing on the upper years of the IB primary years program (PYP) how can the inclusion of multicultural and diverse (MCD) literature support both the academic and socio-emotional curriculum to meet those ambitions and what can other schools learn from this?<br />
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Key issues</h2>
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MCD literature is defined as works “that reflect the racial, ethnic and social diversity that is characteristic of our pluralistic society and of the world” (Bishop, 1997, p.3 cited in Hinton & Dickinson, 2007). Cai (2002) expands the definition to cover issues of diversity, inclusion, power structures and the ability to transform society by the inclusion of marginalised people of all races.<br />
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Conceptual tools</h3>
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Tschida, Ryan and Ticknor (2014) combine two conceptual tools for an understanding of MCD literature - texts as mirrors, windows and sliding doors (Bishop, 1990) and the danger of the single story (Adichie, 2009). Using these tools, one can be critical towards what has passed as MCD texts (Botelho & Rudman, 2009; Duren, 2000; Robinson, 2013) with many questions raised about the legitimacy of authors who publish MCD works – including the “insider / outsider” debate (Ehrlich, 2015; Mendoza & Reese, 2001; Short & Fox, 2003; Singer & Smith, 2003). Carefully translated books can overcome some of these issues if not overly ‘localised’ for the market into which they are being translated and there tend to be fewer stereotypes (Kimmel, Garrison, & Forest, 2015).<br />
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To ameliorate the dangers of the single story, MCD literature needs a substantial volume of works of quality and legitimacy. O’Sullivan (2004) provides a sober history of MCD literature, commencing with the post-war idealistic creation of institutions such as International Board on Books for Young People (IBBY) and the International Youth Library (IYL) in Munich and ending with damning statistics on “how international is international children’s literature?” – hint – it’s not. Facts that are echoed by annual tallying of books in the USA by the Cooperative Children’s Book Center (2015).<br />
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Power to change</h3>
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Cognitive literacy theory using scientific research suggests that literature contributes to the socialisation of students, promoting the development of theory of mind through the association of emotion through visual and textual stimuli in a reciprocal relationship between social development and academic performance – MCD literature can play a significant role in this (Biwu, 2014; Elizabeth & Selman, 2012; Nikolajeva, 2012; Rider, 2013). Although many primary school libraries have a multitude of books that portray Begler’s (1998) five F’s – food, fashion, fiestas, folklore, and famous people, these have a touristic superficial view of culture do not provide the mirror or window perspective that sophisticated MCD books provide (Doll & Garrison, 2013).<br />
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One of the differentiating factors of education in an IB school is the hope that: “our students will help to build a better world through intercultural understanding and respect” (International Baccalaureate Organisation, n.d., para. 2). Equity, social justice and reform is at the heart of multicultural education (Gorski, 2011; Cai and Bishop, 1994, cited in Short & Fox, 2003). Intrinsic to the inquiry cycle of the PYP is “taking action” – students are expected to go beyond researching and understanding to making a difference in the world. However in order to fulfil its literary and pedagogical potential, MCD literature needs to simultaneously be at the right developmental level, to emphasize desirable attributes, be honest and authentic while fulfilling the other usual criteria for quality including well developed plot, skilful illustrations, appealing characters and connection with the reader (Cai, 2002; McNamee & Mercurio, 2007; Nikolajeva, 2012; Oswald & Smolen, 2011).<br />
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Themes</h3>
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The dominant themes in MCD literature can be summarised as: stories from the original culture; bridged cultural experiences: adoption stories; identity or image stories and refugee, migration or immigration stories (Masuda & Ebersole, 2011).<br />
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This article focuses on the latter due to topical relevance; pervasive current media coverage; curricula relevance; the fact that most students in international schools have personal experience of relocation; and the reality of schools as “the most public environment in which diverse student populations come into contact with each other” (Tanners, 1997, cited in Lowery, 2011, p. 268). In addition, migration literature has evolved as a unique genre (Bersh, 2013; Hope, 2007; Kimmel et al., 2015).<br />
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Value to the collection</h2>
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MCD literature provides many benefits to a collection. Three of these will be highlighted – the ability to educate, to develop socio-emotional and meta-cognitive skills and to provoke social transformation.<br />
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Educate</h3>
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Students in primary school may be unfamiliar with the history of the countries and regions that their multicultural peers are from and unaware of differentiations between groups, while being affected by public media portrayal (Lowery, 2011). MCD can serve as a conduit for learning and scaffold enquiry provided it is authentic and accurate. Deepening media presentation with personal factual research is highlighted in <i>Drita my Homegirl </i>(Lombard, 2008) where Maxie researches the Kosovo war, and <i>A Long Walk to Water </i>(Park, 2010) which personalises the “Lost boys of Sudan” story. Julie spontaneously researches Mongolia and presents her findings at every opportunity in <i>Unforgotten Coat </i>(Cottrell Boyce, 2011) and even Shocky learns about Chingas Kahn. <i>Heart of a Samurai</i> (Preus, 2010) weaves in historical information about the early isolation of Japan and the mutual distrust, ignorance and fear between Japan and America whereas <i>The Journey that saved Curious George </i>(Borden & Drummond, 2005) gives an account of fleeing Paris in the second world war. <br />
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MCD literature has been shown to enhance the reading comprehension of language learners through its culturally familiar material and creating a window to view others engaged in language learning in a non-trivial manner (Hadaway & Young, 2011). In nearly all the texts highlighted the learning of English forms a central theme: “Until you children master English, you must think, do, wish for nothing else” - <i>Inside Out and Back Again</i> (Lai, 2011, p. 132); “the boys weren’t just learning English; they were hiding themselves inside English” - <i>The Unforgotten Coat</i> (Cottrell Boyce, 2011, p. 38). Kasienka’s initial low level of English holds her back academically in <i>The Weight of Water </i>(Crossan, 2011); and Maxie has to grapple with Drita’s poor English in <i>Drita my Homegirl </i>(Lombard, 2008) while for Manjiro, <i>Heart of a Samurai</i> (Preus, 2010), learning English is a matter of survival.<br />
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Besides the power of story, illustrations contribute to character depth and enhance understanding (Broadway & Conkle, 2011). The use of primary source material to illustrate <i>Heart of a Samurai </i>(Preus, 2010) and <i>The Journey that Saved Curious George</i> (Borden & Drummond, 2005) contributes to the authenticity of the story as well as allowing a segue into aspects of research and information literacy.<br />
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Socio-emotional and meta-cognitive skills </h3>
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One of the unique aspects of reading is its dual role as an emotional and intellectual act and as such it can perform the function of scaffolding children’s ability to care about people, events and concepts outside their current existence (McNamee & Mercurio, 2007).<br />
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The development of resilience, empathy and theory of mind is articulated as an educational goal by most educational systems and the importance of vocabulary (Bosacki & Wilde Astington, 2001; Figueroa-Sánchez, 2008) and literature in developing theory of mind is well documented (Djikic & Oatley, 2014; Kidd & Castano, 2013; McTigue, Douglass, Wright, Hodges, & Franks, 2015). Although bibliotherapy is a distinct specialisation, from its research we are aware of the power of literature to provoke a socio-emotional response and empathy and to reach individuals who may not be open to other forms of intervention (Djikic, Oatley, Zoeterman, & Peterson, 2009; Gomm, 2012; Johnson, 2012; Montgomery & Maunders, 2015; Riahinia, Azimi, & Seify, 2010). Both William her boyfriend-in-spe and Konoro – her “too black” immigrant-doctor-who-is-a-cleaner neighbour tell Kasienka she has the resilience to save herself - <i>Weight of Water</i> (Crossan, 2011), Manjiro’s mettle is tested on the whaling boat, in America and when he attempts to return to Japan - <i>Heart of a Samurai</i>, (Preus, 2010) and Hà survives fleeing Vietnam and settling in Alabama – <i>Inside Out</i> (Lai, 2011).<br />
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The deployment of virtual reality (VR) tools such as <i>Clouds over Sidra </i>(Arora & Milk, C., 2015), where one not only observes but is immersed in the experience takes situating students inside a story further, with many authors hailing the ability of VR to enhance empathy. There is some debate around the problems and potential of VR, to promote empathy through mirror neurons (Constine, 2015; Hamilton, 2015; Sutherland, n.d.) as well as its suitability for children (Lewis, 2015).<br />
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Social transformation</h3>
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Good MCD literature promotes higher order thinking and engages students cognitively emotionally and motivationally in order to provide socio-emotional support, and foster bonds and peer relationships between students (Triplett & Buchanan, 2005). Migration themed books can provoke thought and discussion about the respective roles and responsibilities of the ‘incumbent’ versus ‘incoming’ characters. The more successful books show the complexity and ambivalence of these relationships. In <i>Weight of Water</i> (Crossan, 2011) Kasienka, when not being bullied by Clair, is met with exclusion and indifference. Julie, becomes the “Good Guide” to Chingis and Nergu in <i>Unforgotten Coat </i>(Cottrell Boyce, 2011) and finds their presence fascinating but confusing and disruptive to her understanding of the world she lives in. The contact between Maxie and Drita in <i>Drita</i> (Lombard, 2008) is initially enforced by their teacher and gradually evolves into authentic friendship while Hà and Manjiro find friends outside their peer group. Hà is relentlessly bullied by a “pink-colored boy” but taken under the wing of an elderly neighbour, Miss Washington, - <i>Inside Out</i> (Lai, 2011) and Captain Whitfield befriends Manjiro - <i>Heart of a Samurai</i>, (Preus, 2010).<br />
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Role of the teacher librarian</h2>
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The role of the teacher librarian (TL) in selection and promotion of materials and creating an literary environment is well documented (Claasz, 2014; Hinton & Dickinson, 2007; La Marca, 2003), however the curation and provision of MCD literature places unique demands on the TL (Colbert-Lewis & Colbert-Lewis, 2013; Marcoux, 2009; Mestre, 2009). MCD materials in the collection should validate a student’s home cultural experience and language; use technology to facilitate learning and self expression including students’ own writing; create cooperative, interactive learning opportunities and encourage home / school collaboration (Hinton & Dickinson, 2007; Kim, Greif Green, & Klein, 2006).<br />
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Availability</h3>
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The existence of MCD literature faces three substantial barriers. In the first place it does not get published at all, secondly, if it does, it is from an outsider’s perspective and finally once in existence it may not get into the school library or the classroom (Ehrlich, 2015; O’Sullivan, 2004; Tschida et al., 2014). Besides the usual lists and awards such as the Batchelder, Jane Addams or Stepping Stones awards, the TL committed to MCD literature needs to tap into international librarian, author and publisher networks as well as the school learning ecosystem – particularly the parents of non-English speaking students. In addition books may not be available through the usual procurement channels requiring creative solutions.<br />
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Suitability</h3>
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MCD curation involves ensuring the cultural authenticity of the collection including literary qualities, believability, portray of power relationships, response by insiders, origin of the book, accuracy of details, authenticity of values and attitudes, providing the audience personal connection to the story, authorship, perspectives, being at the correct socio-emotional developmental level and relationship to other books in the collection (Masuda & Ebersole, 2011; McNamee & Mercurio, 2007). Combining Selman’s theory on interpersonal understanding with an understanding of the types of books that fit in with cognitive developmental stages, the TL can ensure suitable MCD books are available at every age and stage (Cornett, 2007; Elizabeth & Selman, 2012; Selman, Jaquette, & Lavin, 1977).<br />
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The TL needs to constantly be vigilant as the criteria of suitability changes with increased cultural awareness and as research into MCD literature is published. Fortunately today more sophisticated and relevant MCD works are being published that can replace dated and unsuitable material. Part of the role of the TL involves the diplomatic ‘re-education’ of teachers who may automatically reach to favourites from their youth that have subsequently been condemned by cultural insiders as prejudiced, or portraying stereotypes or negative cultural images (Short & Fox, 2003). Extreme sensitivity should be shown towards ‘insider’ readers of books in the collection and the TL needs to make teachers aware of ‘insider’ reviews of the books included as curriculum resources (Doll & Garrison, 2013).<br />
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Curriculum</h3>
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In the past, literature was relegated to language / arts programmes. Due to its multi-faceted benefits to inform, enhance understanding and critical thinking and to change perspectives and encourage social action, it is now infused through the entire curriculum. Besides encouraging reading and ‘evangelical outreach’ TL’s need to be embedded in curriculum development (Loertscher, 2002 cited in Hinton & Dickinson, 2007). A five phase model of integration of MCD literature into the curriculum is suggested, commencing with traditional literature moving towards contemporary fiction, biography and poetry (Smolen, Oswald, & Jenkins, 2011) while Bersh (2013) and Barone (2011) and all the authors in Multicultural Literature and Response: Affirming Diverse Voices (Smolen & Oswald, 2011) encourage the creation of literature sets along MCD themes to enhance the curriculum as well as suggestions for response activities and give excellent examples of these.<br />
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Accessibility </h3>
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The role of the librarian goes beyond identification and acquisition of books, to ensure the promotion and accessibility of books in this genre and their integration into the curriculum and pleasure reading opportunities of students. In addition to curating lists of books that meet the criteria for the learner profile or attitudes, matched to the unit of inquiry (UOI) these books need to be selected and distributed to classrooms in time for the relevant UOI, or put on display as appropriate in the library. Teachers’ limited time and experience in selecting literature or ambivalent attitude to reading (Cox & Schaetzel, 2007; Cremin, Mottram, Bearne, & Goodwin, 2008) should not be allowed to form an additional access barrier to MCD books for students. Besides books in the collection, virtual curation of books, multimedia texts, materials and resources should be made accessible through the online learning platform, curriculum planning system, library blogs or library guides.<br />
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A small collection of books that meet the MCD criteria is no longer sufficient – every book should be scrutinized in order to ensure its potential to: validate experience and identity; appreciate other cultures; understand socio-political factors; critically examine the society we live in and prevent and reduce prejudice (Hinton & Dickinson, 2007).<br />
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Conclusion</h2>
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The provision of MCD literature in a school library can be likened to an exciting quest - the librarian as the hero surmounting the barriers of accessibility and availability while warding off demons of the single story, stereotypes and negative portrayal. Ensuring suitability and reaching for the holy grail of a learning community of readers embracing the benefits of global citizenship, and ultimately the creation of the next generation of diverse multicultural authors and illustrators.<br />
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References</h2>
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<span lang="EN-US"><br /></span></div>
<div class="MsoBibliographyCxSpLast">
<span lang="EN-US">Tschida, C. M., Ryan, C. L.,
& Ticknor, A. S. (2014). Building on windows and mirrors: Encouraging the
disruption of ‘single stories’ through children’s literature. <i>Journal of
Children’s Literature</i>, <i>40</i>(1), 28–39.<o:p></o:p></span></div>
</div>
deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-61468141792195844402015-12-14T15:37:00.001+08:002015-12-14T15:44:02.506+08:00Diversity and "multicultural" literature<div dir="ltr" style="text-align: left;" trbidi="on">
Deep into my readings on this topic and it's not making me feel particularly cheerful. The statistics are appalling.<br />
On the one hand one should be glad that there are enough people who care enough to keep count. On the other, it doesn't appear that the counting leads to any measurable improvement.<br />
<br />
<a href="http://ccbc.education.wisc.edu/books/pcstats.asp" target="_blank">Here are the statistics from 2002 to 201</a>4 from Cooperative Children's Book Center School of Education, University of Wisconsin-Madison. And to take note of their criteria - it's only the diversity of the United States that is counted - i.e. African / African Americans; American Indians; Asian Pacifics / Asian Pacific Americans and Latinos. The diversity in the rest of the world? Well who is counting? Who cares? Or are we just not able to access it? What about the glory of the international librarian networks? Or are we really just still in our bubbles?<br />
<br />
Looking at the translation scene in the USA via the <a href="http://www.ala.org/alsc/awardsgrants/bookmedia/batchelderaward" target="_blank">Batchelder Awards</a>; Garrison, Forest and Kimmel (2014) remark how:<br />
<br />
<div style="text-align: left;">
<i>"A brief skim of the most recent winners and honors shows that most of the books derive from European languages including French, German, and Dutch. The story settings show somewhat broader geographic diversity including places throughout Europe as well as Asia, Africa, and South America. Garrison and Kimmel (in press) found that a composite Batchelder Award winner or honor from the years 1997-2013 would be a realistic fiction novel set in Western Europe featuring a male protagonist and dealing with a serious topic like World War II.</i>" (Garrison, Forest & Kimmel, 2014, p. 72).</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
The absolute skewness in publishing is highlighted in this (dated, but probably still relevant and apparently not recently updated) dichotomy:</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
"<i>While children’s literature from so-called developing countries hardly ever reaches European and American readers, a recent survey revealed that 80 per cent of books for children set in non-European and non-American cultures are written by European and American authors (Fremde Welten 2001) (O'Sullivan, 2004, p.20)</i>...<i>Alongside these countries which only export children’s books while almost failing entirely to import any are those which provide a market for the global corporations – 70 to 90 per cent of books available to reading children in non-European/American cultures are by European or American authors – but whose own books rarely cross the linguistic, political or cultural divide to partake in the Western market</i> (O'Sullivan, 2004 p.22)."</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Other low points include the depiction or even existence of racially / culturally mixed children or people (Chaudhri, 2013) - a reality that is strikingly obvious the moment you walk into any (international) school. </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Onwards and upwards... it can't get any worse after all.</div>
<div style="text-align: left;">
<br /></div>
<h3 style="text-align: left;">
<b>References:</b></h3>
<div class="csl-bib-body" style="line-height: 2; padding-left: 2em; text-indent: -2em;">
<div class="csl-entry">
<span style="line-height: 29.0909px;">Chaudhri, A. (2013). Growing up mixed/up: Multiracial identity in children’s and young adult literature. In J. C. Naidoo & S. P. Dahlen (Eds.), </span><i style="line-height: 29.0909px;">Diversity in youth literature: opening doors through reading</i><span style="line-height: 29.0909px;"> (pp. 95–123). Chicago, Ill: ALA-Ed.</span></div>
<div class="csl-entry">
<span style="line-height: 29.0909px;">Garrison, K. L., Forest, D. E., & Kimmel, S. C. (2014). Curation in translation: Promoting global citizenship through literature. </span><i style="line-height: 29.0909px;">School Libraries Worldwide</i><span style="line-height: 29.0909px;">, </span><i style="line-height: 29.0909px;">20</i><span style="line-height: 29.0909px;">(1), 70–96. </span></div>
<div class="csl-entry">
<span style="line-height: 2; text-indent: -2em;">O’Sullivan, E. (2004). Internationalism, the universal child and the world of children’s literature. In P. Hunt (Ed.), </span><i style="line-height: 2; text-indent: -2em;">International companion encyclopedia of children’s literature</i><span style="line-height: 2; text-indent: -2em;"> (2nd ed., pp. 13–25). London ; New York: Routledge. Retrieved from EBook Library</span></div>
<div class="csl-entry">
<div class="csl-bib-body" style="line-height: 2; padding-left: 2em; text-indent: -2em;">
<span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_id=urn%3Aisbn%3A978-0-415-29053-1&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=bookitem&rft.atitle=Internationalism%2C%20the%20universal%20child%20and%20the%20world%20of%20children%E2%80%99s%20literature&rft.place=London%20%3B%20New%20York&rft.publisher=Routledge&rft.edition=2nd&rft.aufirst=Peter&rft.aulast=Hunt&rft.au=Peter%20Hunt&rft.au=Emar%20O'Sullivan&rft.date=2004&rft.pages=13-25&rft.spage=13&rft.epage=25&rft.isbn=978-0-415-29053-1"></span></div>
</div>
<span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Curation%20in%20translation%3A%20Promoting%20global%20citizenship%20through%20literature&rft.jtitle=School%20Libraries%20Worldwide&rft.volume=20&rft.issue=1&rft.aufirst=Kasey%20L&rft.aulast=Garrison&rft.au=Kasey%20L%20Garrison&rft.au=Danielle%20E%20Forest&rft.au=Sue%20C%20Kimmel&rft.date=2014-01&rft.pages=70-96&rft.spage=70&rft.epage=96&rft.issn=10239391&rft.language=English"></span></div>
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-49650656696867632532015-12-05T15:02:00.000+08:002015-12-05T15:02:01.334+08:00Conversations and thoughts about diversity in literature<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 25.2px;">I’ve plunged into the abyss of reading 1,000’s of articles for my current course and next assignment. Well, not 1,000’s – my Evernote count tells me 333. Nice number. I’m also engaged in conversations, in real life with colleagues and ex-colleagues and online with my peers and people I’ve been introduced to by people who know I’ve entered this specific rabbit warren. Not that I know what this specific rabbit warren is or where it’s leading to. I have but a vague notion of where I think I’m directed, and until I’ve waded through those 333 thoughts that are other’s takes on 10,000’s more thoughts may I have an inkling of what my own thoughts may be.... <a href="http://thinkspace.csu.edu.au/informativeflights/2015/12/05/conversations-and-thoughts-about-diversity-in-literature/" target="_blank">read more</a></span></div>
deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-42561416020373452102015-11-21T09:00:00.001+08:002015-11-21T09:00:20.999+08:00Picking the locks one-by-one<div dir="ltr" style="text-align: left;" trbidi="on">
A few months ago a tradesman came to the door to fix something. Here in Singapore such people are often Muslim and therefore petrified of dogs. So my helper put the dog in a separate part of the house and closed the door, not knowing that it was one of those doors that lock themselves if the button is pressed in, which it was for some inexplicable reason. And although that part of the house has two doors leading to outside which are usually open all day every day, they'd been closed and locked due to a late afternoon rainstorm accompanied by a lot of wind. Before calling the landlord's agent for a spare key, I did what every other independent woman would do, I googled "how to pick a lock". The instructions, video and otherwise all boiled down to the same simple steps.<br />
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Since I could access the garage and all the tools and assorted things like paperclips and hairclips (grateful for once for stuff lying around the house instead of being tidied up) - I set to work. In the process I discovered that the lock was "the wrong way round" to my sensibilities - do you notice that - doors and locks having to be turned "the other way" to what you're used to in your home country?</div>
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Needless to say, there is a good reason why I'm not a burglar, nor a locksmith and the spare key had to be called into action. If you want to find out more about locks and security - <a href="http://99percentinvisible.org/episode/perfect-security/" target="_blank">here's a great episode of 99% invisible</a>.</div>
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After that huge digression to come to my point. As I wrote earlier, I have a large population of ELL students who come through the library and I'm always trying to find "that" book that will unlock their desire to read in English (actually I'm trying that for everyone, just this population seems to have the highest and most immediate needs.</div>
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Sometimes things happen quite by accident. </div>
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My G4 classes have been doing a unit on poetry as part of "how we express ourselves" and besides some great activities with spine poetry (much to the horror of my library assistants who are not used to such free-wheeling attitudes to taking books off the shelf) one day I decided to promote verse novels. </div>
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I'll be the first to admit that I'm no expert on any aspect of children's literature, but I'm a keen learner, so I looked for some lists of verse novels for elementary students and then tried to see how many I had on hand. I'd read "inside out and back again" which is a fabulous book, so I felt it may work.</div>
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For each of my next G4 classes I had a pile of verse novels and I picked out one page to read from each. Since my darling dog had just been put down the previous night, it was with a chocked voice I read from "Love that Dog" and luckily I had a whole pile of those to dish out since one of my predecessors had the foresight to order them in duplicate.</div>
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After the lesson a few of the books were borrowed and I didn't think that much of it. Then a week later one of my Chinese students sidled up to me during lunch time and asked me for a book "like that dog" book, and I gave him "Hate that cat", and yesterday he came to me and said he'd finished it and wanted more books like that. I said "more about animals, or more like poetry" and he affirmed more like poetry, and I passed on "Inside out and back again" and told him it was one of my personal favourite - he quickly scanned inside the book and happily said "yes". </div>
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And yes of course it would work. I've not studied this stuff and I'm feeling my way along, but sometimes our students just help us to discover what it is they want and need. Coming back to it rationally - verse is short and beautiful and evocative and free. And now it's just one more tool in my arsenal of lock-picking equipment. </div>
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Here are some resources:</div>
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<li><a href="http://sarahtregay.com/novelsinverse.html" target="_blank">Australian verse novels from Sarah Tregay</a></li>
<li><a href="https://www.goodreads.com/shelf/show/novels-in-free-verse" target="_blank">Goodreads novels in verse</a></li>
<li><a href="http://www.whatdowedoallday.com/2015/03/chapter-books-written-in-verse.html" target="_blank">14 chapter books written in verse</a></li>
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-50671513266875655962015-11-01T15:05:00.001+08:002015-11-22T17:30:05.702+08:00English Language Learner (ELL) resources<div dir="ltr" style="text-align: left;" trbidi="on">
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One of the wonderful things about the school I'm teaching at, is that they accept ELLs up to Grade 6 at any level of English. It is also one of the challenging things. It impacts me slightly as I try to help them with making choices for reading books each week, somewhat more when I'm teaching a unit for example Information literacy to prepare G6 students for their PYP exhibition and I see that a few students in each class just cannot engage with the lesson as it is moving too fast and at a too high level for their comprehension. It impacts our teacher a LOT all the time. And out of all the challenges and considerations that keep my brain buzzing overtime, this is one that concerns me the most. <br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-Ds1b7rcBJXs/VjW5jdVtyDI/AAAAAAACdhY/gcoWuZy3iw4/s1600/english-language-learning-english-language-learners-1e0au9v.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="203" src="http://1.bp.blogspot.com/-Ds1b7rcBJXs/VjW5jdVtyDI/AAAAAAACdhY/gcoWuZy3iw4/s320/english-language-learning-english-language-learners-1e0au9v.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Free resource from: http://www.clipartpanda.com/categories/english-language-learning</td></tr>
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I'm looking to order some books for classroom libraries and the main school library, so I reached out to my networks asking for books for pleasure that would be suitable for our ELL students. I also did internet searches for ELL suitable books, books for reluctant readers (even though they often are NOT reluctant readers). <br />
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I would very much like to distinguish between reading to learn to read and reading for pleasure, because I believe (and research appears to back me up) but it is the pleasure and interest reading that will take my students both into the next level of reading and also help them to create, maintain and sustain a love of reading. Yes I know there is a plethora of resources for teaching reading to ELL students and that English as a language is richly blessed with a wide variety of graded readers. But that's not what I'm looking for. I want books that they will WANT to read for the sake of the content or story or character. Not because it's level D or 14 or 2.7. (<a href="http://www.colorincolorado.org/article/motivating-ell-student-readers" target="_blank">Here is a great article with good resources on motivating ELL student readers</a>).<br />
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It would also be very nice when all the students are reading literature circle books that there are also books available to ELL students to read. Of course if you have two or three ELL students who share a language, there's no reason why they shouldn't read a book at the appropriate level in that language - however it does lead to some complications for teachers interacting with them if the book isn't also available in English.<br />
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<b><i>Here are a few of the suggestions / ideas:</i></b><br />
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With thanks and gratitude to the <a href="http://www.iskoodle.com/mod/forum/discuss.php?d=5660" target="_blank">iSkoodle library folks</a> and to <a href="https://www.facebook.com/groups/SLAsia/" target="_blank">Asia School Library Connection</a>:</div>
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<li><a href="http://theworstwitch.wikia.com/wiki/The_Worst_Witch_(Book_Series)" target="_blank">The Worst Witch (Jill Murphy) </a></li>
<li><a href="http://juniebjones.com/" target="_blank">Junie B Jones </a>and <a href="https://www.randomhouse.com/kids/natethegreat/" target="_blank">Nate the Great</a> </li>
<li>S<a href="http://www.secondstorywindow.net/home/2015/05/why-i-read-magic-treehouse-to-my-students.html" target="_blank">ome more suggestions of series that can get students hooked</a></li>
<li>Roald Dahl is always an excellent choice for EAL students as they are at varying levels of difficulty - <a href="http://www.eslprintables.com/reading_worksheets/tales_and_stories/roald_dahl/" target="_blank">here are some resources for ELL teachers</a>.</li>
<li><a href="http://shop.scholastic.co.uk/series/52" target="_blank">Scholastic My Story books </a>(historical fiction) </li>
<li><a href="http://geronimostilton.com/portal/US/en/leggi/" target="_blank">Geronimo Stilton</a> and <a href="http://esl-bits.net/ESL.English.Learning.Audiobooks/Wimpy.Kid/preview.html" target="_blank">Diary of a Wimpy Kid</a></li>
<li><a href="http://www.ursulavernon.com/node/8" target="_blank">Dragonbreath series</a> by Ursula Vernon</li>
<li><a href="http://cheesiemack.com/not-a-genius/" target="_blank">Cheesie Mack</a> by Steve Cotler</li>
<li><a href="http://www.lovereading4kids.co.uk/series/Little%20Gems" target="_blank">Little Gems</a> Series </li>
<li><a href="http://www.capstonepub.com/library/products/my-first-graphic-novel-1/" target="_blank">My First Graphic Novels Series </a></li>
<li><a href="http://www.myweirdclassroomclub.com/my-weird-school-books" target="_blank">My Weird School series by Dan Gutman</a></li>
<li>The <a href="http://www.timewarptrio.com/" target="_blank">Time Warp Trio</a>, Frank Einstein series by Jon Scieszka</li>
<li><a href="http://www.katemcmullan.com/dsa01.htm" target="_blank">Dragon Slayer's Academy </a>series by Kate McMullan (available in 24 languages)</li>
<li><a href="http://www.tonyabbottbooks.com/wp-content/uploads/2013/04/droon_teachers_guide.pdf" target="_blank">Secrets of Droon </a>series by Tony Abbot</li>
<li><a href="http://www.fictiondb.com/author/h-badger~series~space-scout~23959.htm" target="_blank">Space Scout </a>- H. Badger, <a href="https://www.allenandunwin.com/browse/books/childrens/childrens-fiction/Diary-of-a-Soccer-Star-Shamini-Flint-illustrated-by-Sally-Heinrich-9781742378251" target="_blank">Diary of a Soccer Star </a>(and other Diary of a... books), <a href="http://www.boyvsbeast.com/" target="_blank">Boy vs. Beast</a>, <a href="http://zacpower.com/" target="_blank">Zac Power</a></li>
<li><a href="http://mentalfloss.com/article/62202/10-great-kids-comics-early-readers" target="_blank">Great comics for early readers</a></li>
<li><a href="http://libraryschool.libguidescms.com/content.php?pid=345143&sid=2823735" target="_blank">Graphic novels for grades 1-4 </a>from the University of Maryland</li>
<li><a href="http://www.australed.iinet.net.au/BITES_NIBBLES_SOLOS.html" target="_blank">Aussie nibbles, chomps and bites</a> (and I've just seen they have books at a lower level called "Solos" and "Mates" although I'd be worried they were "too Australian" - but on the other hand the rest of our literature is often "too American" or "too British")</li>
<li><a href="http://mthclassroomadventures.org/index.php?r=site/about" target="_blank">Magic Tree House </a>- I've reluctantly added this, and deliberately put it last as I think there is an over-reliance on nonfiction type books and MTH in particular for our ELL students. Some of them love it, some hate it, the advantage is they've been translated into every imaginable language so many of our students have the series in their mother tongue and they can "parallel read" the text. </li>
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<a href="http://cis.libguides.com/TKlibrary/ELL" target="_blank">A few of the books in my catalog that I and our ELL department recommend to parents and teachers</a> including wordless books. <a href="http://www.everythingesl.net/inservices/wordless_books.php" target="_blank">Here are some suggestion</a>s for using wordless books. They are also useful for the interlingual classroom as <a href="http://eithnegallagher.net/" target="_blank">Eithne Gallagher suggests</a>.<br />
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Graphic novels and comics are a great bridge for ELL students, a<a href="http://www.slj.com/2015/04/standards/using-comics-to-teach-english-language-learners/#_" target="_blank">lthough this article deals with use in High School</a>, the principles can be transferred to Primary (see "<a href="http://mentalfloss.com/article/62202/10-great-kids-comics-early-readers" target="_blank">great comics for early readers</a>" above).<br />
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And don't forget AudioBooks - some <a href="http://soundlearningapa.org/" target="_blank">great resources have just been released including a very good infographic on using listening by the Audio Publishers Association</a>. I attribute my childrens' large vocabulary and working knowledge and love of the classics, including poetry to <a href="http://www.naxosspokenwordlibrary.com/home.asp?rurl=%2Fhomepage%2Easp" target="_blank">Naxos' Spoken Word library and CDs</a>.<br />
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<i><b>Accessing lessons and other material</b></i></div>
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Up to now, all I've been doing is ensuring that the <a href="http://cis.libguides.com/informationliteracy/G6" target="_blank">Information Literacy classes I do are also on my libguides</a> with all videos and links so that students can access them in their own time and go through them at their own pace at home or revisit them as and when needed. It would be helpful to have resources in multiple languages - <a href="http://infolit.org/wp-content/uploads/2014/10/UNESCO-IL-ResourcesEd.2.pdf" target="_blank">UNESCO has such a guide with resources in many languages</a>. The challenge would be to access and use these as appropriate in our environment.</div>
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Any comments or suggestions? When I have time I'd like to try and "level" this list but I need to start reading some course work for my next M Ed. study unit.</div>
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-26670479338794422102015-10-23T17:01:00.001+08:002015-10-23T17:01:42.661+08:00State of School Librarianship - Selected Asian Countries<div dir="ltr" style="text-align: left;" trbidi="on">
Four of the speakers at the <a href="https://teacherlibrariahship.wordpress.com/" target="_blank">International Conference on School Librarianship of Asian Countries</a> spoke about the "State of School Librarianship" in their relevant areas:<br />
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<li><a href="http://140.122.127.190/vjs/vj-attachment/internationalconference/15AM2_James.pdf" target="_blank">James Henri - Australia</a></li>
<li><a href="http://140.122.127.190/vjs/vj-attachment/internationalconference/15AM3_PatrickLo.pdf" target="_blank">Patrick Lo - Hong Kong, Shanghai, South Korea, Taipei and Japan</a></li>
<li><a href="http://140.122.127.190/vjs/vj-attachment/internationalconference/15PM5_JongSungKim.pdf" target="_blank">Jong Sung Kim - South Korea</a></li>
<li><a href="http://140.122.127.190/vjs/vj-attachment/internationalconference/16AM2_CCChen.pdf" target="_blank">Chao-chen Chen - Taiwan</a></li>
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Since you are all perfectly capable of reading the presentations I am not going to repeat what was said, but rather to say what my key take-aways were in general.<br />
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Firstly I was super happy that I chose to come to this conference (at my own cost, although the conference itself was free ...) instead of going to the <a href="https://drive.google.com/file/d/0B88y99PAnOIBdEdSNnJMeHE4d0k/view" target="_blank">EARCOS workshop in November</a> at Taipei American School. "Tech-Integrated Libraries: Building the Future One Service at a Time". The reason is that the longer I am in the field of teacher librarianship, the more I feel that we are operating in a number of little <b>echo chambers</b> where we keep on encountering the same people with the same things to share. This view probably doesn't make me very popular amongst my peers, however I do think that it has contributed greatly to the current state of school librarianship. Of course this conference was also an echo chamber, but it wasn't one which I usually find myself in (mine is the "international school librarian" one). And I think for all of us participating, we got to at least hear (if not share due to the time restrictions and presentation format) about what is going on elsewhere. And that is always incredibly interesting.<br />
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Next - it was comforting but disheartening to hear that school librarians everywhere suffer from the same "needed outsider" status. In all the presentations we heard that the existence of the school library and its staffing by a tiered levels / qualifications of librarian almost always needed an <b>act of legislation </b>-<b> </b>at least in the public sector. (In the private sector it is up to the budget of the individual school, and part of a long legacy personal and cultural, but that's a whole other story). Within the legislated necessity of a school library, there is a huge variation in the requirements - in Australia this is determined by state-by-state for example.<br />
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It seems that generally it is much easier to find<b> funding</b> for library <b>buildings</b> and the initial "hardware" - the problems arise with the ongoing budgeting for <b>staffing </b>by properly trained teacher-librarians who can make a difference in both the <b>literacy</b> and <b>information literacy</b> of the students. But those effects are hard to measure - it is easier to come up with statistics concerning collection size and ratios of materials to pupils - the quantitative data is more readily found, and definitions are more robust than the qualitative data. That is one of the "academic / research" criticisms I'd have of some of the presentations - a lot of data but what about the "so what" and "why" and "what now" - particularly when comparing one country to another.<br />
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Even Australia - who has long been seen as one of the bastions of school-teacher-librarianship -appears to be in decline due to all sorts of (mainly) political and funding issues. And there's the rub. School-librarians just don't seem to be political animals - up to now I have only ever met one Head of Libraries who has a <b>seat-at-the-table </b>by which I mean is considered part of the senior management team of a school. The rest seem to dabble around the edges, cajoling, convincing, offering, pleading, giving, trying, quietly adding value as and when possible on an invitation basis, if not plain forgotten.<br />
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There is a distinct difference also between where school librarians are seen as partners for i<b>nformation literacy</b> instruction versus their role in encouraging reading - or <b>alphabetic literacy</b>. The distinction is very important, because it can be argued (and is argued) that a librarian can provide the former, so it is not necessary to have a teacher-librarian. In fact, a passionate library technician with a love of books and reading would even suffice (sadly to say, a love of reading is not on the 'necessary qualities" in the job descriptions of most library staff that I've encountered - nor, may I add of teachers.). It was interesting to see that the contribution from Singapore was an extremely excellent presentation on "<a href="http://140.122.127.190/vjs/vj-attachment/internationalconference/Min%20Hoon%20EE.pdf" target="_blank">Interactive Reading Activities</a>" but since public schools here generally don't have libraries or teacher librarians there was no-one to present on the "state of the nation" in this regard. It begs the question what this otherwise progressive nation-state is doing to raise the standards of information literacy in its schools.<br />
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At this point, for a bit of light relief, I want to put in one of those corny "what xx think I do" pictures<br />
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<a href="http://3.bp.blogspot.com/-Qc3Os69_kmo/VinwE1C7zfI/AAAAAAACdXQ/iQn0ej6FTZ0/s1600/Screen%2BShot%2B2015-10-23%2Bat%2B4.28.53%2Bpm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="569" src="http://3.bp.blogspot.com/-Qc3Os69_kmo/VinwE1C7zfI/AAAAAAACdXQ/iQn0ej6FTZ0/s640/Screen%2BShot%2B2015-10-23%2Bat%2B4.28.53%2Bpm.png" width="640" /></a></div>
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(<i>sorry no citation - it was on Pinterest and the original link was dead)</i></div>
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What I really wish was I could say is "these guys are really getting it right - that's the way to go and here's the proof". In reality all I can say is that it seems that we all share the same struggles and issues and that's why I worry so very much about our librarian echo chambers. Because we all agree with each other, and we all have similar stories to share - stories of triumph and success, of making a difference in the lives of individual students and in (school) communities as a whole - the second afternoon where teacher librarians from 3 schools presented the fantastic work they'd been doing in Taiwan - particularly in the field of inquiry learning was very inspirational.<br />
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But how do we get out of this loop and spiral upwards? I'm one of the 407 librarians participating in the "Ideal Libraries Project" of the IBO. Even in that (private) organisation nothing is mandated or agreed around teacher-librarians. Yes there are recommendations, but judging by the responses from the cohort the interpretations are wide.<br />
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I have meandered far I fear. But to my colleagues in Asian countries I would say, fear not, you are not alone, we too struggle with ratios of 1:1,500 (TL:Students), even in private schools. We too would like to feel our voices are heard and that literacies are integrated into the curriculum. But I think there is hope, if we can just get out of this quick-sand - perhaps when the hype around EdTech and Makerspaces is over we will have our turn - or perhaps it is time to rise up and take a seat at the table, <b><span style="font-size: large;">because it is not about us. It's about sending literate people out into the world, and we can't faff around the edges and not send fully multi-literate students out into the world.</span></b><br />
<br /></div>
</div>
deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-69931925827357764032015-10-23T15:16:00.002+08:002015-10-23T15:25:40.339+08:00Communicating across cultures: cultural identity issues and the role of the multicultural, multilingual school library within the school community<div dir="ltr" style="text-align: left;" trbidi="on">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<b><span lang="NL" style="color: #1a1a1a; font-family: Arial, Helvetica, sans-serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Communicating across cultures: cultural identity
issues and <o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<b><span lang="NL" style="color: #1a1a1a; font-family: Arial, Helvetica, sans-serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">the role of the multicultural, multilingual school
library <o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<b><span lang="NL" style="color: #1a1a1a; font-family: Arial, Helvetica, sans-serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">within the school community<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div align="center" class="normal" style="margin-left: 36.0pt; mso-pagination: none; text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Calibri;">Dr.
Helen Boelens</span></b><span style="font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Calibri;"> <o:p></o:p></span></span></div>
<div align="center" class="normal" style="margin-left: 36.0pt; mso-pagination: none; text-align: center;">
<span style="font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Calibri;"><span style="font-family: Arial, Helvetica, sans-serif;">School Library Researcher and Consultant, The Netherlands<o:p></o:p></span></span></div>
<div align="center" class="normal" style="margin-left: 36.0pt; mso-pagination: none; text-align: center;">
<span style="font-size: 12.0pt; line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>John M.
Cherek Jr. MSc </b><o:p></o:p></span></span></div>
<div align="center" class="normal" style="margin-left: 36.0pt; mso-pagination: none; text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 12.0pt; line-height: 115%;">Project
Manager, </span><span lang="NL" style="font-size: 12.0pt; line-height: 115%; mso-ansi-language: NL;">Zorgboerderij </span><span style="font-size: 12.0pt; line-height: 115%;">“De Kweektuin”, Mijdrecht, The Netherlands<o:p></o:p></span></span></div>
<div align="center" class="normal" style="margin-left: 36.0pt; mso-pagination: none; text-align: center;">
<span style="font-size: 12.0pt; line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Dr.
Anthony Tilke </b><o:p></o:p></span></span></div>
<div align="center" class="normal" style="margin-left: 36.0pt; mso-pagination: none; text-align: center;">
<span style="font-size: 12.0pt; line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;">Head of
Library Services & TOK Teacher, United World College of South-East Asia
(Dover Campus), Singapore<o:p></o:p></span></span></div>
<div align="center" class="normal" style="margin-left: 36.0pt; mso-pagination: none; text-align: center;">
<span style="font-size: 12.0pt; line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Nadine
Bailey</b><o:p></o:p></span></span></div>
<div align="center" class="normal" style="margin-left: 36.0pt; mso-pagination: none; text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; line-height: 115%;">United
World College of South East Asia (East Campus), Singapore<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span lang="NL" style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Abstract<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.4pt; margin-right: 0cm; margin-top: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="NL" style="color: black; font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">The arrival of increasing numbers of
refugees and immigrants has caused large increases in multicultural school
populations.This interdisciplinary paper describes an ongoing study which began
in 2012, discussing the role of the school library in multicultural,
multilingual school communities and offering suggestions about how the school
library could become a multicultural learning environment. It provides information
to help school library staff to look closely at these issues and to provide
help and useful suggestions to the entire school community. The prime
objective is to help the school community to safely and constructively deal
with the dynamics of a multi-cultural society, using the school library as a
base. </span><span lang="NL" style="font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Safe
facilitation requires “trained” leaders from the school community. An
e-learning program for school librarians is being adapted for this purpose. <span style="color: black;"><o:p></o:p></span></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.4pt; margin-right: 0cm; margin-top: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.4pt; margin-right: 0cm; margin-top: 0cm;">
<span lang="NL" style="color: #1a1a1a; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Keywords: multi-culturalism,
multi-lingualism, languages, cultural identity, global literacy.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span lang="NL" style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Introduction<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">At the IASL Conference
2012, a paper discussed the role of the school library in multicultural,
multilingual school communities and offered suggestions about how the school
library could<span style="mso-spacerun: yes;"> </span>become a
multicultural learning environment (Bloelens, van Dam and Tilke, 2012).
Since 2012, various factors have affected multicultural school
populations in many different types of primary and secondary schools in
countries throughout the world. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Limitation of this study<o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">This paper seeks to
understand how learning experiences of multicultural, multilingual students can
be accommodated in the school library.<span style="mso-spacerun: yes;">
</span>Boelens and Tilke (2015) recently described relevant trends and ideas which
posits the role of the library in multicultural/lingual school communities from
different areas of study: education and pedagogy, library and information science,
psychology, sociology and anthropology, and linguistics.<span style="mso-spacerun: yes;"> </span> <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="normal" style="line-height: normal; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: windowtext;"><span style="font-family: Arial, Helvetica, sans-serif;">Educational trends<o:p></o:p></span></span></b></div>
<div class="normal" style="line-height: normal; text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="normal" style="line-height: normal; text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: windowtext;">Some international organisations have indicated educational
trends.<span style="mso-spacerun: yes;"> </span></span><span style="color: windowtext;">UNESCO’s
statement on global education provides a set of objectives for international
education until the year 2030. T</span><span style="color: windowtext;">he Organisation for Economic Co-operation
and Development (OECD) recommended that schools support both “the identifiable
needs of today, and the uncertain demands of the future” (OECD, 2005); schools
should provide an environment that will support and enhance the learning
process, encourage innovation, foster positive human relationships - in short,
be “a tool for learning”.<span style="mso-spacerun: yes;"> </span>The term
“learning environment” suggests place and space: a school, a classroom, a
library. However, in today’s interconnected and technology-driven world, a
learning environment can be virtual, online, remote - it doesn’t have to be a
physical place at all. Perhaps a better way to think of 21st century learning
environments is as support systems that organize the conditions in which humans
learn.<span style="mso-spacerun: yes;"> </span>How does this affect the school
library?<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<div class="normal" style="line-height: normal; text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="normal" style="line-height: normal; text-align: justify;">
<i style="mso-bidi-font-style: normal;"><span style="color: windowtext;"><span style="font-family: Arial, Helvetica, sans-serif;">Library
and information Science trends<o:p></o:p></span></span></i></div>
<div class="normal" style="line-height: normal; text-align: justify; text-indent: 35.4pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="normal" style="line-height: normal; text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: windowtext;">How
do these changes in educational theories and expectations affect the school
library?<span style="mso-spacerun: yes;"> </span></span><span lang="EN-US" style="color: windowtext;">Commentators
in North America have suggested that </span><span style="color: windowtext;">the library has now
become part of the school learning commons (Canadian Library Association, 2014;
Loertscher et al, 2011; Loertscher et al, 2008). Educuase (2011) considers that
learning or information commons <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<div class="normal" style="line-height: normal; text-align: left; text-indent: 35.4pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="normal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.4pt; margin-right: 2.0cm; margin-top: 0cm; text-align: justify;">
<span style="color: windowtext;"><span style="font-family: Arial, Helvetica, sans-serif;">has evolved from a combination
library and computer lab into a full-service learning, research, and project
space. ... In response to course assignments, which have taken a creative and
often collaborative turn … learning commons provides areas for group meetings,
tools to support creative efforts, and on-staff specialists to provide help as
needed. The strength of the learning commons lies in the relationships it
supports, whether these are student-to-student, student-to-faculty,
student-to-staff, student-to-equipment, or student-to-information (p. 1)<o:p></o:p></span></span></div>
<div class="normal" style="line-height: normal; text-align: justify; text-indent: 35.4pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="normal" style="line-height: normal; text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: windowtext;">Can
the needs of multicultural/lingual learners be specifically supported in a
Learning Commons environment? <span style="mso-spacerun: yes;"> </span>Osborne
(2014, p. 7) states that “</span><span lang="EN-US" style="color: windowtext;">more and more schools … are
committing to provide physical spaces that align with, promote and encourage, a
more modern vision for learning”<i style="mso-bidi-font-style: normal;"> </i>and
asks “how might the library act as a ‘third place’ to provide unique, compelling
and engaging experiences for staff, students and community that aren’t offered
elsewhere?” (p. 8)</span><span style="color: windowtext;"><o:p></o:p></span></span></div>
<div class="normal" style="line-height: normal; text-align: left; text-indent: 35.4pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="normal" style="line-height: normal; text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: windowtext;">Furthermore,
librarians are co-teachers within multicultural/lingual school communities
(Medaille and Shannon, 2014); co-teachers are </span><span style="background: white; color: windowtext;">“two equally-qualified individuals
who may or may not have the same area of expertise jointly delivering
instruction to a group of students” (Curry School of Education, 2012). </span><span style="color: windowtext;"><o:p></o:p></span></span></div>
<div class="Standard" style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="normal" style="line-height: normal; text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><i style="mso-bidi-font-style: normal;"><span style="color: windowtext;">Racial,
Cultural and Ethnicity issues<b style="mso-bidi-font-weight: normal;"> </b></span></i><i style="mso-bidi-font-style: normal;"><span style="color: windowtext;">(Psychology, Sociology, and Anthropology)<o:p></o:p></span></i></span></div>
<div class="Standard" style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="normal" style="line-height: normal; text-align: justify;">
<span style="color: windowtext;"><span style="font-family: Arial, Helvetica, sans-serif;">Key
factors are:</span></span></div>
<div class="normal" style="line-height: normal; text-align: justify;">
</div>
<ul>
<li><span style="color: windowtext; font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">Students
cannot start learning until they feel safe, seen and valued;</span></li>
<li><span style="color: windowtext; font-family: Arial, Helvetica, sans-serif; text-align: left; text-indent: -18pt;">Learning is diminished and/or does not occur without addressing equity and diversity topics;</span></li>
<li><span style="color: windowtext; font-family: Arial, Helvetica, sans-serif; text-align: left; text-indent: -18pt;">Equity and diversity topics are intertwined with academic achievement.</span></li>
</ul>
<span style="color: windowtext; font-family: Arial, Helvetica, sans-serif; text-align: left; text-indent: 35.4pt;">This
paper will also discuss subjects such as
“diversity” and “difference” in multicultural situations within the
school community and how these matters affect the school library, not only in
developed countries, but also those which are located in emerging and
developing countries (Boelens and Tilke, 2015, p. 2). Students from diverse cultural backgrounds,
who differ from mainstream students in terms of ethnicity, socioeconomic status
and primary language, are entering schools in growing numbers. The education which these students receive
needs to address multicultural and intercultural issues. Intercultural education relates to culture,
religion, cultural diversity and cultural heritage and respects the cultural
identity of learners through the provision of culturally appropriate and
responsive education, which focuses on key issues and interrelationships
(UNESCO, 2006). It concerns the learning
environment as a whole and impacts many different aspects of the educational
processes, such as school life and decision making, teacher education and
training, curricula, languages of instruction, teaching methods, student interactions and learning materials.
(UNESCO, 2003a) </span><br />
<div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<i style="mso-bidi-font-style: normal;"><span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">Language acquisition<o:p></o:p></span></i></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Based
on international research, practice and comment, Della Chiesa, Scott and Hinton
(2012) identified strong connection between language and culture(s), looking
for future benefits in human endeavour, partly as a result of recognizing that
language acquisition and use does not develop in isolation from socio-cultural
and indeed brain development. International understanding is perceived
as a desired social outcome of such interventions. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="NL" style="font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Features
of language learning assist teachers of </span><span lang="NL" style="font-size: 12.0pt;">culturally and linguistically diverse students</span><span lang="NL" style="font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">.<span style="mso-spacerun: yes;"> </span>Learners
learn a language best when treated as individuals, experience authentic
activities in communication in the target language and see teaching as
relevant to their needs. Learning should be relevant to their needs and they
benefit from seeing strong links between language and culture. They also
benefit from having helpful feedback on their progress and where they can
manage their own learning. (Vale, Scarino and McKay, 1991)<o:p></o:p></span></span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 21.75pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<h1 style="background: white; margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="X-NONE" style="background: white; font-size: 12.0pt;">Background
information</span><span lang="NL" style="background: white; font-family: Arial; font-size: 12.0pt; mso-ansi-language: NL;"><o:p></o:p></span></span></h1>
<h1 style="background: white; margin-bottom: .0001pt; margin: 0cm;">
<span lang="NL" style="background: white; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ansi-language: NL;"><o:p> </o:p></span></h1>
<div style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="X-NONE" style="background: white; font-family: Arial; font-size: 12.0pt; font-weight: normal; mso-bidi-font-weight: bold;">Demographic shifts, i.e. changes
in the demolinguistic situation, have taken place.<span style="mso-spacerun: yes;"> </span>Children from </span><span lang="X-NONE" style="font-family: Arial; font-size: 12.0pt; font-weight: normal; mso-bidi-font-weight: bold;">culturally and linguistically diverse backgrounds, including immigrant
and refugee children, are entering schools all over the world; c<span style="background: white;">hanging demographics will alter both school practices
and policies </span>(Center for Public Education, 2012). <span style="background: white;">Features of experiences for students in various
countries include:</span></span></span></div>
<div style="background: white; margin: 0cm 0cm 0.0001pt 36pt; text-align: left; text-indent: -18pt;">
</div>
<ul type="disc">
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="X-NONE" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-family: Arial; text-indent: -18pt;">Culturally and linguistically
diverse students in Australia typically come from a wide range of </span><span lang="X-NONE" style="text-indent: -18pt;">language, socio-economic, cultural and religious
backgrounds. Up to one-fifth of such students are newly arrived in Australia
and with a language background other than English; even if some students are
born in Australia, they may enter the school system with little or no English
language. (Department of Education of Western Australia, 2011). Australian
schools may experience large populations of immigrant and/or refugee students
(Ho, 2011).</span></span></li>
<li class="MsoNormal" style="background: white; line-height: normal; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span lang="NL" style="font-family: Arial, Helvetica, sans-serif;">There were similar issues in
Canada, where students did not have language skills in the main languages
used for teaching and learning, though differences in educational
performance reduced as students progressed through the school system
(Statistics Canada, 2001). </span></li>
</ul>
<ul type="disc">
<li class="MsoNormal" style="background: white; line-height: normal; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span lang="NL" style="font-family: Arial, Helvetica, sans-serif;">The United Kingdom too
experienced similar issues, where a focus on educating significant numbers
of students who spoke English as an additional language (EAL) (British
Council, 2014).</span></li>
</ul>
<ul type="disc">
<li class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-list: l1 level1 lfo2;"><span lang="NL" style="font-family: Arial, Helvetica, sans-serif;">Looking at countries where English is not the
main or major language of teaching and learning, the European Commission
(2015) reported very similar issues for schools and for students, not
least for asylum seekers. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="NL" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-family: Arial; text-indent: -18pt;">The USA too has seen changing demographics in schools. </span><span lang="NL" style="text-indent: -18pt;">Forty-seven
percent of children younger than five belong to a racial or ethnic minority
group, and “trends in immigration and birth rates indicate that soon there will
be no majority racial or ethnic group in the United States” (Center for Public
Education, 2012). Implications for such
trends may include needs for qualified
bilingual teachers, preschool programms, concerns over drop-out rates
from mainstream education, and other resource issues in schools.</span></span></li>
</ul>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<br />
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt;">Important identity issues in the context of the
school community<o:p></o:p></span></b></div>
<div class="Standard">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">This paper posits that the school library must be a safe space that
welcomes all questions, perspectives and backgrounds. School libraries offer
valuable resources (in both traditional and digital format), information,
knowledge and insight.<span style="mso-spacerun: yes;"> </span>In a school
context, a library space is one where students can explore their ideas and ask
questions.<span style="mso-spacerun: yes;"> </span>Librarians provide
specialised support within this domain and have a responsibility to support the
growth of their students.<span style="mso-spacerun: yes;"> </span>Such healthy
development of students can have a strong impact on self-esteem, academic
performance and feelings of cohesion.<span style="mso-spacerun: yes;"> </span>In
a multi-cultural school setting, issues of race, ethnicity and culture play a
central role in the identity of the school and its students.<span style="mso-spacerun: yes;"> </span>Celebrating our differences is one way of
acknowledging the diverse backgrounds of members of the school community,
though such diversity can be overshadowed by a dominant culture and its
narrative.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">As professionals in education, it is our responsibility to develop
competence in the areas that matter to our students, including our own
understanding of race, culture and ethnicity, to ensure that young people
receive targeted guidance and support they need in order to explore a healthy
sense of self.<o:p></o:p></span></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<i style="mso-bidi-font-style: normal;"><span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">Identity<o:p></o:p></span></i></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">Central to identity formation is the “challenge of preserving one’s
sense of personal continuity over time, of establishing a sense of sameness of
oneself, despite the necessary changes that one must undergo in terms of
redefining the self” (Harter, 1990). Adolescence is an important and formative
period in life that influences many parts of identity development (sexual,
racial, ethnic, gender, etc.). Identity development is a dynamic process that
plays a central role in developing our relationship to the self, the other and
our social environment.<span style="mso-spacerun: yes;"> </span>It is especially
during adolescence that we play around with multiple identities, experiment
with “the rules” and test the institutions around us.<span style="mso-spacerun: yes;"> </span>As a result of this process, parts of our
identity are kept and nurtured, while others are<span style="mso-spacerun: yes;"> </span>briefly worn and discarded.<o:p></o:p></span></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt;">Much research about racial and ethnic identity
development has focused on adolescent and college age individuals. (Helms (1990)
in Phinney, 2007, p. 275) This makes sense because self-reflection is an
important part of collecting data. It does not necessarily imply that younger
children do not have the ability to reflect, but their process of reflection
may be different.<span style="mso-spacerun: yes;"> </span>For example, younger
children tend to describe themselves in a more simple, less sophisticated way,
according to their perception of personality characteristics -- "I am
nice"/ "I like to make other people feel good"/ "I like to
help people". This is less about their relationship to things (toys, food)
and more about their understanding of certain qualities (both good and bad).
For example, "I am good at writing and bad at soccer". This relates
to ethnic identity development, when children become aware of good and bad
qualities about their ethnic group. Understanding why society deems these
certain qualities good or bad is perhaps one way to help prepare them for
dealing with a multi-cultural environment with dominant ideas that are not
their own. Ethnic identity has been studied largely with reference to one’s
sense of belonging to an ethnic group, that is, a group defined by one’s
cultural heritage, including values, traditions, and often language (Phinney
2007, p. 274). Finding interactive and "fun" ways to help children
explore or even explain their understanding of these things is one role the
school library can play; by facilitating access to information, librarians can
guide students through relevant books, movies and other multimedia tools.<o:p></o:p></span></div>
<div class="Standard">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;"><br /></span></div>
<div class="Standard">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">Adolescence is a developmental stage between childhood and adulthood
when individuals experience biological, social and psychological change.
According to psychoanalyst Erik Erikson (1968), ego identity versus role
confusion.<span style="mso-spacerun: yes;"> </span>It is the psychosocial stage
of personality development that adolescents encounter when faced with the
question, “Who am I?”.<span style="mso-spacerun: yes;"> </span>A healthy
resolution of this stage can lead to strong ego identity. Unhealthy resolution
of this stage will contribute to role confusion. Role confusion challenges our
ability to build connections and participate as members of society. Here,
adolescents create and recreate meaning to provide themselves with a sense of
connection. When a lack of connection exists, the ego struggles to build a
foundation for fidelity, based on loyalty. If adolescents lack fidelity, they
might encounter, in extreme cases, a future of social pathology, crime and
prejudicial ideologies.<span style="mso-spacerun: yes;"> </span>These negative
characteristics can manifest when the individual participates as an adult, for
example, in religious, athletic, national, and military rites and ceremonies
(Engler, 2014).<o:p></o:p></span></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<i style="mso-bidi-font-style: normal;"><span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">Racial, Cultural and Ethnic
Identity<o:p></o:p></span></i></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">A healthy racial and ethnic identity can help youth establish a
consistent view of themselves. Many aspects of adolescence are transient and
changing. One day we love the color yellow and the next day it is the color
red. Thus, by creating a permanent anchor from which to develop, we give our
students a better chance at achieving positive outcomes; without these anchors,
many young people may identify with a completely different culture which has
nothing to do with “who they are”.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Identity issues and their importance in the
school and the school library<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">The feeling of belonging is critical to every child’s well-being and
helps him/her to fulfill his potential in many different areas of development: physical,
social, emotional and cognitive (Welcoming Schools Childhood Education Program,
2015).<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 35.0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Cherek’s 2015 research is concerned
with ways that students can develop a healthy racial and ethnic identity and
improve their understanding and vocabulary around race and ethnicity, therefore
contributing to increased cultural competence; this contributes to higher
self-esteem and healthy development. By using these essential skills,
students have the opportunity to take ownership over their ideas and are
encouraged to examine the world around them -- at home, school, work and in the
media – thus preparing them to thrive in multicultural environments.<o:p></o:p></span></div>
<div class="Standard" style="text-indent: 35.4pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">Essentially, children who feel good about themselves may be more
successful, not only at school but in different aspects of their lives<span style="mso-spacerun: yes;"> </span>(Tough, 2012).<span style="mso-spacerun: yes;"> </span>Identity is not something that individuals
automatically have. Identity develops over time, beginning in childhood,
through a process of “reflection and observation” (Erikson 1968, p. 22) Important
questions to ask about a child’s learning environment is does he/she see other teachers,
parents or students in the school who represent his/her own culture or
heritage? <span style="mso-spacerun: yes;"> </span>Who do these children identify
with? Who do they see as a reflection of themselves, e.g. public figures? <o:p></o:p></span></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Using
these factors, the school library becomes a safe “public” space where a healthy
and proactive sense of diversity encourages deep and meaningful conversations
with all members of the school community about stereotypes such as
discrimination and racism. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">involvement of the school library/ian in multicultural, multilingual
education<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Ultimately,
the aim is that students, teachers and librarians are prepared to safely and
constructively deal with the dynamics of a multi-cultural society. Safe
facilitation requires “trained” leaders from the school community. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 35.4pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">In larger schools with academic
disciplinary silos, it may be difficult to create positive messages about
mother tongue and cultural identity and pride across to members of the school
community as a whole – school leaders, teachers, students and parents. The EAL
(English as an Additional Language) teacher is most concerned about getting the
students up to speed and may inadvertently give the wrong message.<span style="mso-spacerun: yes;"> </span>The teaching of the student’s (minority)
language may not be part of the school language policy.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="NL" style="font-size: 12.0pt;">The Welcoming
Schools Childhood Education Program (2015) suggests that children who are
motivated and engaged in leaning are more committed to the school.<span style="mso-spacerun: yes;"> </span>By providing books, information and other
resources, the library can “provide an important mirror for children to see
themselves reflected in the world around them”.<i style="mso-bidi-font-style: normal;"> </i>Here, library resources “also provide a window to the lives of
others. … [and] students also find positive role models through literature”;
benefits from such activities are best seen when coordinated in the school
community.<span style="mso-spacerun: yes;"> </span></span><span lang="NL" style="font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">The library can provide a stable permanent base for
the length of the student’s school career.</span><span lang="NL" style="font-size: 12.0pt;"><o:p></o:p></span></span></div>
<div style="background: white; border-bottom: solid #E5E5E5 1.5pt; border: none; mso-element: para-border-div; padding: 0cm 0cm 0cm 0cm;">
<div class="MsoNormal" style="background: white; border: none; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-border-bottom-alt: solid #E5E5E5 1.5pt; mso-margin-top-alt: auto; mso-padding-alt: 0cm 0cm 0cm 0cm; padding: 0cm; vertical-align: top;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="NL" style="font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Research (Bedore and Peña, 2008) indicates that
bilingualism can only be sustained if there is at least a 30% input in the less
dominant language.<span style="mso-spacerun: yes;"> </span>If the less dominant
language is not a language which is used and taught within the school
community, then the library can provide access to relevant materials.<span style="mso-spacerun: yes;"> </span>This is an intellectual process of proving
the benefit and a practical exercise of resource collection, curation, access,
promotion and marketing.<span style="mso-spacerun: yes;"> </span></span><span lang="NL" style="font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span>These can be very simple, such as the creation
of displays</span><span lang="NL" style="font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;"> of books
about diversity, multiculturalism and multilingualism and about national days
of the countries which are represented by children at the school, and
reflecting their cultures. <o:p></o:p></span></span></div>
</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 18.0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt;">In any event,
the school library is a helpful environment where students can reflect on these
issues. <span style="mso-spacerun: yes;"> </span>It can highlight resources, or
profile individuals relevent to various ethnic groups. This can be achieved by
exploring literature authored by indivudals from their ethnic own group or by reading
about the history of their own ethnic group. Additionally, the library can give
students the basic skills to find or locate this information. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt;">Multicultural, multilingual school libraries<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">In 2012, Boelens, van
Dam and Tilke <span style="mso-spacerun: yes;"> </span>focused on various aspects
of multicultural and intercultural education, identifying a symbiotic
relationship with school libraries. It reported on support needs for both
children who were immigrants, i.e. those permanently moving from one country to
another, as well as more geo-mobile children, known as Third Culture Kids or Global
Nomads. Various relational features were identified: literacy, language,
bilingual education, world languages. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 35.4pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="NL" style="color: black; font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Krashen and Bland (2014)
have identified the need for second language learners to develop competencies
in academic language acquisition. Before that, self-selected recreational
reading habits were partly dependent on a varied, indeed wide, selection of
reading matter. In itself, this reading matter did not provide access to
academic language acquisition, but it prepared children to do so. This reading
stamina also had an effective domain, in that it motivated students to become
readers, and arguably gave them confidence. For some children who use school
libraries in multicultural education environments, the digital age was not
wholly relevant, as ebook use was associated with affluence.<span style="mso-spacerun: yes;"> </span>For children whose socio-economic experience is
that of poverty, libraries represent the only stable source of access to
reading materials, especially in developing and emerging countries.<span style="mso-spacerun: yes;"> </span>The provision, promotion and use of such
reading materials is a feature of the work of (school) libraries/ians in these
countries.<span style="mso-spacerun: yes;"> </span>These libraries/ians support
students and teach them to to navigate abundant sources of information.<span style="mso-spacerun: yes;"> </span>Such skills and aptitudes are commonly known
as information literacy skills.<span style="mso-spacerun: yes;">
</span>Sometimes, the prevalence of information literacy skills is pervceived
as being a main role of the school library/ian, however the teaching of these
skills <span style="mso-spacerun: yes;"> </span>and the provision of reading
materials need to be symbiotically linked.</span><span lang="NL" style="font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="NL" style="color: black; font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Smallwood and Becnel
(2012) identified various factors in successfully providing library services in
multicultural settings – accessing and reaching the clientele; provision of
appropriate materials; consideration of use of space; focusing services on
linguistic and socio-economic needs; appropriate technology; professional
development and awareness-raising amongst school librarians. Indeed, Welch
(2011) promoted the idea of the library collection having an aim of influencing
student behavior, in terms of increasing tolerance and sensitivity in a
multicultural setting.</span><span lang="NL" style="font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Whilst not substantially
different from good practice elsewhere, the International Baccalaureate
Organization (IBO or IB) has identified good practice in library support for
multilingual learning environments (International Baccalaureate, 2012). Schools
that offer IB programmes comprise state or government schools,
semi-independent, independent and international schools. When a school adopts
IB programmes, it needs to also take ownership of IB philosophy, including a
holistic approach to language and international-mindedness (Singh and Qu,
2013). There is, therefore, a symbiotic link between language and intercultural
education approaches in schools which may (or should) experience strong
ESL (English as a Second Language) support (Carder, 2014), though the IB stance
is that every teacher is a teacher of language (International Baccalaureate,
2011). <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-indent: 35.4pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="NL" style="color: black; font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Therefore, the
literature has identified a need to develop competencies in academic language
proficiency and a resource/information role for (both public and school)
libraries, especially for children, sometimes immigrants or refugees, who are
affected by poverty. Therefore, libraries may be part of scaffolding strategies
to support children who need language support, and which include resources and
facilities (space). Thinking and planning for such library services and support
needs to be holistic and wide-ranging (from facilities and plant to
professional development), all based on an understanding of the needs and
concerns of targeted client groups. <span style="mso-spacerun: yes;"> </span></span><b style="mso-bidi-font-weight: normal;"><span lang="NL" style="font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;"><o:p></o:p></span></b></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Focussing services on the needs of mutlicultural/ingual students<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">The librarian needs to establish the
current and future users of the school and its library, and user demographics (i.e.
how many students come from which minority or language group).<span style="mso-spacerun: yes;"> </span>Library collection and services should then
be related to such information.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">School libraries have roles related
to literacy and reading, and teaching and learning of information literacy
skills.<span style="mso-spacerun: yes;"> </span>To support this, <span style="mso-spacerun: yes;"> </span>resources - mainly physical - have been
curated to serve a mainstream interpretation of students’ needs, often
curricular, and in the dominant language (often English). <span style="mso-spacerun: yes;"> </span>This role could be broadened to meet the needs
of the multicultural/lingual school community.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">The library collection should
contain books and information<span style="mso-spacerun: yes;"> </span>(in
traditional and digital format) which reflect the diversity of the children in
the school.<span style="mso-spacerun: yes;"> </span>The library exposes the entire
school community to many different cultures and languages.<span style="mso-spacerun: yes;"> </span>This collection can help students to
understand that while their families are unique, they share many common values,
beliefs and traditions.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">The collection should contain
literature in the native language of students, and link to digital
international children’s libraries and also digital libraries for children from
relatively small indigenous groups.<span style="mso-spacerun: yes;"> </span>This
could include online links to songs, poems and stories from many different
cultures and in many different languages.<span style="mso-spacerun: yes;">
</span>It should also contain current information about student countries of
origin.<span style="mso-spacerun: yes;"> </span>Parents could be asked to help
the librarian with this task. (Smallwood and Becnel, 2012) <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Using these guidelines, the school
librarian can strengthen the collection, and then present this information in
attractive ways to the entire school community, so that it becomes aware of the
extent ot their library’s resources. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Librarians can provide an enabling
portal function for immigrant, refugee and Third Culture Kids.<span style="mso-spacerun: yes;"> </span>They may be hesitant to assume this role,
perhaps due to mono-lingual experience or lack of expertise in the creation of digital
personal learning environments (PLEs) or personal learning networks (PLNs). <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">The librarian may consider applying
principles of information ecology to the school library.<span style="mso-spacerun: yes;"> </span>This multi-disciplinary emerging field offers
a framework within which to analyse the relationships between organisations,
information technology and information objects in a context whereby the human,
information technology and social information environment is in harmony
(Candela et al., 2007; Wang et al., 2015). <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="NL" style="font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Steinerová (2011) and Candela et
al., (2007) looked at features of digital libraries and suggested that
librarians examine where value integration can take place between the library
service, technology, scholarship and culture, adding value through new services
or contributions to learning, user experience, research productivity, teaching
or presenting and preserving cultural heritage.<span style="mso-spacerun: yes;">
</span>Applying these ideas to the school environment, constituents of the
eco-system include teachers, teacher librarians, students administration,
parents and custodial staff (Perrault, 2007). Elements of the system will
co-exist but also compete and share, converge and diverge in a dynamic
interactive, complex environment (García</span><span lang="NL" style="font-family: "Cambria Math"; font-size: 12.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">‐</span><span lang="NL" style="font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Marco, 2011). The role of the library is such that
information ecology needs to be understood in order to support information-seeking
behaviour and thereby discover zones of intervention and areas to leverage to
optimise advance information-seeking, usage, creation and dissemination within
that eco-system and beyond. In response, curriculum, content and subject
delivery can be collaboratively reshaped and constructed according to changes
in the environment or needs of students (O’Connell, 2014).<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Different kinds of resources and
adaptive technologies can optimally support students with special educational
needs (Perrault, 2010, 2011; Perrault & Levesque, 2012). This type of
thinking can be adapted to considering the needs of bi- and multi-lingual
students who are part of the school’s information ecology, but have linguistic
and cultural learning and informational needs. These can be seen as a
potential zone of intervention for collaboration between the teacher, teacher
librarian (TL), family and community. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="background: white; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Literature intended
for school librarians generally discusses cultural diversity in materials and
the building of a world literature collection in response to student diversity
or as part of language and humanities curricula (Garrison, Forest, & Kimmel,
2014). Some schools build a “Languages other than English” (LOTE) collection.
To do so, schools may try to recruit bilingual or minority TLs or ask for
help from parents; schools can also provide training in competencies in
multicultural education (Colbert-Lewis & Colbert-Lewis, 2013; Everhart,
Mardis, & Johnston, 2010; Mestre, 2009). <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="NL" style="background: white; font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">The main
educational and social issues within schools are to ensure students acquire the
official language of instruction so that they can adapt to the new learning
environment without loss of educational momentum, while maintaining and
developing their mother tongue (Kim and Mizuishi, 2014).<span style="mso-spacerun: yes;"> </span>Carder (2007) and Cummins (2001; 2003)
suggest that even though there is evidence that supports the maintenance of
mother tongue (the most effective way of supporting such students), schools
place most effort and resources on the official language of instruction of the
school.<span style="mso-spacerun: yes;"> </span>Evidence now presented above
suggests that by doing so, children may lose some of their own healthy cultural
and ethnic identity.<span style="mso-spacerun: yes;"> </span></span><span lang="NL" style="font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="background: white; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">School librarians may
be aware of geographically dispersed personal learning networks (PLNs) in order
to create a personal learning environment (PLE) using various technological
tools (McElvaney & Berge, 2009; O’Connell, 2014), and could <span style="mso-spacerun: yes;"> </span>assist different individuals throughout the
school community to make use of a PLE.<span style="mso-spacerun: yes;"> </span>For
instance, the International Baccalaureate (IB) allows students the option of
guided mother tongue self-study if the school does not teach that specific
language.<span style="mso-spacerun: yes;"> </span>Figure 1 below describes a PLE
of an IB self-taught language student.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-MVx6QM8yc8k/VMOK2FjcHyI/AAAAAAACcMQ/MekTuOO6KU8/s1600/PLN%2Blanguage.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: Arial, Helvetica, sans-serif;"><img alt="" border="0" height="403" src="http://3.bp.blogspot.com/-MVx6QM8yc8k/VMOK2FjcHyI/AAAAAAACcMQ/MekTuOO6KU8/s640/PLN%2Blanguage.png" title="" width="640" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></td></tr>
</tbody></table>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="background: white; font-family: Arial, Helvetica, sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;"><o:p><span style="text-align: center;"><br /></span></o:p></span>
<span lang="NL" style="background: white; font-family: Arial, Helvetica, sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;"><o:p><span style="text-align: center;">Figure 1: PLE of an IB self-taught language student</span> </o:p></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b style="mso-bidi-font-weight: normal;"><span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;"><br /></span></b>
<b style="mso-bidi-font-weight: normal;"><span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">A training program about multicultural/lingual
issues for the school community<o:p></o:p></span></b></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">In 2015, Boelens and Cherek examined the possibility of creating a personal
development training program for the entire school community, facilitated by
the school library.<span style="mso-spacerun: yes;"> </span>This is an attempt
to help teachers, school leaders, librarians and parents to better understand
problems being confronted by the multicultural/lingual school community,
especially immigrants and refugees.<span style="mso-spacerun: yes;"> </span>This
program would be made available through the school’s electronic learning environment.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">The first part is a 24-minute video that provides an open conversation
about race and ethnicity between professionals and young people.<span style="mso-spacerun: yes;"> </span>Here, participants listen to different
perspectives about race and ethnicity, and appreciate why these topics are important
to both caregivers (teachers, social workers, child welfare professionals) and
young people.<span style="mso-spacerun: yes;"> </span>Finally, with the help of a
study guide, participants explore the possibility of integrating racial and
ethnic identity development into daily practice.<o:p></o:p></span></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">The second part is an eLearning course that provides participants with
necessary tools to develop a deeper understanding of issues related to racism
and discrimination.<span style="mso-spacerun: yes;"> </span>The content is
specifically designed so that professionals (adults, educators, caretakers)
develop a vocabulary for discussing race and ethnicity with others who are
interested in and concerned about these subjects.<span style="mso-spacerun: yes;"> </span>A constructive vocabulary is an essential
tool when discussing identity development, as it enables participants to safely
address issues of racism and discrimination.<span style="mso-spacerun: yes;">
</span>Finally, participants can further integrate this deepened knowledge into
daily practice. This is an important part of the training because it prepares
participants for a facilitated in-person learning event.<o:p></o:p></span></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">The third and final part of the curriculum is a two day in-person
learning event.<span style="mso-spacerun: yes;"> </span>In this face-to-face
meeting, trained facilitators guide participants as they begin to incorporate
their new skills into daily practice.<span style="mso-spacerun: yes;"> </span>The
most effective and powerful events occur when both young people and
professionals are present.<span style="mso-spacerun: yes;"> </span>The training
is highly interactive and challenging.<span style="mso-spacerun: yes;">
</span>Participants are encouraged to openly discuss the impact of stereotypes
and the social influences that affect their own racial and ethnic
identity.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">A similar training program is by The Welcoming Schools Childhood
Education Program (2015), which provides a starter kit for a personal
development training programme for members of the school community, relating to
equity, school climate and academic achievement.<span style="color: #002060;"><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span lang="NL" style="background: white; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Tapping into the
experiences and communities of practise (COP) of distance education, massive
open online courses (MOOCs), school librarians could be trained to facilitate
this training program through PLNs and PLEs,<span style="mso-spacerun: yes;">
</span>Training programs would be available at any time and in any geographic
location providing internet access is available. Initially, a pilot program
would be tested with one language group, and could later be extended to other
groups. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="NL" style="background: white; font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">This training
program will help to establish a multicultural/lingual school community based
not only on academic achievement but also on a healthy climate with regard tp
racial, cultural and ethnicity issues.<span style="mso-spacerun: yes;">
</span>It will also contribute to a school´s goals of equity in teaching and
will require the support and involvement of the entire school community. Since
library staff will be facilitating this program, their reputation will be
enhanced, and be perceived as integral members of the school community.<span style="mso-spacerun: yes;"> </span></span><span lang="NL" style="font-family: Arial; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<b style="mso-bidi-font-weight: normal;"><span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">Conclusion<o:p></o:p></span></b></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">This paper has discussed a developing role for the school library in the
multicultural/lingual school community in 2015.<span style="mso-spacerun: yes;">
</span>It promotes a training program for the entire school community which
will be facilitated by the librarian.<span style="mso-spacerun: yes;">
</span>Because of their involvement in the school´s learning commons, the
librarian is already involved in interdisciplinary activites related to the
multicultural/lingual nature of the entire school.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">While all aspects of identity development are valuable, one area that is
often ignored, especially when talking about young people who are detached from
their culture, is racial and ethnic identity. Along with ever-changing
realities of society, demographics and politics, the impact of race and
ethnicity have never been more important.<o:p></o:p></span></div>
<div class="Standard">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; mso-bidi-font-size: 12.0pt;">With an increasing number of migrant and immigrant students, the acute
reality of living in multiple worlds becomes more apparent.<span style="mso-spacerun: yes;"> </span>Social norms and values become entangled.
Home life, school life and street life compete for attention. Without proper guidance
and support, alienation that occurs when individuals feel split between
dissonant forces results in a confused sense of “Who am I?”. Addressing these
issues in an educational setting means that we as educators have the power to
create “safe spaces” for our captive student audience.<span style="mso-spacerun: yes;"> </span>Thus, students can be prepared to effectively
deal with the realities of a multi-cultural society while at the same time
developing a healthy sense of racial and ethnic identity.<o:p></o:p></span></div>
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<span lang="NL" style="background: white; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">As a result of the
proposed training program, students at the school will learn more about `who
they are`, especially those who come from an immigrant or refugee background.<span style="mso-spacerun: yes;"> </span>With the support of the entire school staff,
they will some to terms with their own cultural identity and ethnicity in their
new school and in their new place of residence, and have positive feelings,
with an expected corrolorry that their academic achievement will increase. <o:p></o:p></span></div>
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<b><span lang="EN-US" style="background: white; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL; mso-font-kerning: 18.0pt;">References<o:p></o:p></span></b></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Bedore, L.
M. and Peña, E. D. (2008). ‘Assessment of Bilingual Children for Identification
of Language Impairment: Current Findings and Implications for Practice’, <i>International
Journal of Bilingual Education and Bilingualism</i>, 11(1), 1–29. doi:
10.2167/beb392.0.<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-family: Arial; font-size: 12.0pt; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">Boelens,H.<span style="mso-spacerun: yes;">
</span>van Dam, H.<span style="mso-spacerun: yes;"> </span>and Tilke, A.
(2012).<span style="mso-spacerun: yes;"> </span></span><i style="mso-bidi-font-style: normal;"><span lang="EN-GB" style="color: black; font-family: Arial; font-size: 12.0pt; font-weight: normal; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">School
Libraries across cultures. </span></i><span lang="EN-GB" style="color: black; font-family: Arial; font-size: 12.0pt; font-weight: normal; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;">Presented during the Research Forum of the 2012 IASL
(International Association of School Librarianship) in Qatar.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></h1>
<h1 style="background: white; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.45pt; margin-right: 0cm; margin-top: 0cm; text-indent: -35.45pt;">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"><o:p> </o:p></span></h1>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-size: 12.0pt; mso-ansi-language: EN-US;">Boelens, H. and Tilke, A. (2015).<b style="mso-bidi-font-weight: normal;"><span style="mso-spacerun: yes;"> </span></b></span><i style="mso-bidi-font-style: normal;"><span style="font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The
role of school libraries in our multicultural, multilingual society.</span></i><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span></span></b><span style="font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Submitted
for publication to the CLELE (Children’s Literature in English Language Education)
Journal, </span><strong><span style="border: none windowtext 1.0pt; color: #333333; font-family: Arial; font-size: 12.0pt; mso-border-alt: none windowtext 0cm; padding: 0cm;"><span style="mso-spacerun: yes;"> </span></span></strong><span style="font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">in March,
2015.<span style="mso-spacerun: yes;"> </span>Not yet published.<span style="mso-spacerun: yes;"> </span>Munster, Germany: CLELE.</span><span style="font-size: 12.0pt;"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"><o:p> </o:p></span></h1>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US;">Boelens, H. and Cherek, J. (2015).<span style="mso-spacerun: yes;">
</span><i style="mso-bidi-font-style: normal;">Education 2030 (EU), and Onderwijs
2032 and Excellent Education in the Netherlands: a vision of the role of the
multicultural, multilingual school library within these concepts.</i><span style="mso-spacerun: yes;"> </span>To be p</span><span lang="EN-GB" style="color: black; font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-GB;">resented
during the IASL (International Association of School Librarianship) 2015
Conference in Maastricht.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<h1 style="background: white; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.45pt; margin-right: 0cm; margin-top: 0cm; text-indent: -35.45pt;">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;"><o:p> </o:p></span></h1>
<h1 style="background: white; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.45pt; margin-right: 0cm; margin-top: 0cm; text-indent: -35.45pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-family: Arial; font-size: 12.0pt; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">British Council. (2014).</span><span lang="EN-US" style="font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US;"><span style="mso-spacerun: yes;"> </span></span><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: Arial; font-size: 12.0pt; font-weight: normal; mso-ansi-language: EN-US;">How can UK schools support young children learning English?<span style="color: #333333;"> </span></span></i><span lang="EN-US" style="color: #333333; font-family: Arial; font-size: 12.0pt; font-weight: normal; mso-ansi-language: EN-US;">Retrieved from
http://www.britishcouncil.org/blog/how-uk-schools-support-young-learners-english.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></h1>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Canadian
Library Association (2014).<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Leading Learning: Standards of Practice for
School Library Learning Commons in Canada</i>.<span style="mso-spacerun: yes;">
</span>Ottowa, On., Canada: Canadian Library Association. Retrieved from </span><span lang="EN-US" style="font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US;">http://clatoolbox.ca/casl/slic/llsop.html<span style="mso-spacerun: yes;"> </span></span><span lang="EN-US" style="font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;"><o:p></o:p></span></span></div>
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<h2 style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.45pt; margin-right: 0cm; margin-top: 0cm; text-indent: -35.45pt; vertical-align: baseline;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="titulo"><span lang="X-NONE" style="border: none windowtext 1.0pt; color: black; font-family: Arial; font-size: 12.0pt; font-weight: normal; mso-border-alt: none windowtext 0cm; padding: 0cm;">Candela, L., Castlli, D., Pagano, P., Thano,
C., Ioannielis, Y., Koutrika, G., Ross, S., Schek, H-J., and Schuldt, H.<span style="mso-spacerun: yes;"> </span>(2007).<span style="mso-spacerun: yes;">
</span>Setting the Foundations of Digital Libraries: The</span></span><span class="subtitulo"><span lang="X-NONE" style="border: none windowtext 1.0pt; color: black; font-family: Arial; font-size: 12.0pt; font-weight: normal; mso-border-alt: none windowtext 0cm; padding: 0cm;"> DELOS Manifesto<i style="mso-bidi-font-style: normal;">. D-Lib Magazine, 13</i> (3-4). Retrieved from</span></span><span lang="X-NONE" style="border: none windowtext 1.0pt; color: windowtext; font-family: Arial; font-size: 12.0pt; font-weight: normal; mso-bidi-font-weight: bold; mso-border-alt: none windowtext 0cm; padding: 0cm;"><span style="mso-spacerun: yes;">
</span></span><span lang="X-NONE" style="color: black; font-size: 12.0pt;"><o:p></o:p></span></span></h2>
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<span lang="EN-US" style="background: white; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">http://dialnet.unirioja.es/ejemplar/157227<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="background: white; font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Carder, M. (2007). <i>Bilingualism in international schools: a model for
enriching language education</i>. Clevedon, UK: Multilingual Matters.</span><span lang="EN-US" style="font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;"><o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="background: white; font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Carder, M. (2014). Tracing the path of ESL provision in international
schools over the last four decades. Part 1. <i>International Schools Journal</i>,
34 (1), 85-96. </span><span lang="EN-US" style="font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;"><o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
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<span lang="EN-US" style="background: white; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Center for Public Education. (2012). The United States of education: The
changing demographics of the United States and their schools. Retrieved from <o:p></o:p></span></div>
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<span lang="EN-US" style="background: white; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">http://www.centerforpubliceducation.org/You-May-Also-Be-Interested-In-landing-page-level/Organizing-a-School-YMABI/The-United-States-of-education-The-changing-demographics-of-the-United-States-and-their-schools.html<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="background: white; font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Colbert-Lewis, D., & Colbert-Lewis, S. (2013). The Role of
Teacher-Librarians in Encouraging Library Use by Multicultural Patrons. In C.
Smallwood & K. Becnel (Eds.), <i>Library services for multicultural
patrons: strategies to encourage library use</i> (pp. 73–81). Lanham, MA: The
Scarecrow Press.</span><span lang="EN-US" style="font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;"><o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="background: white; font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Cummins, J. (2001). Bilingual Children’s Mother Tongue: Why Is It Important
for Education? Retrieved from http://iteachilearn.org/cummins/mother.htm</span><span lang="EN-US" style="font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;"><o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="background: white; font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Cummins, J. (2003). Putting Language Proficiency in Its Place: Responding
to Critiques of the Conversational - Academic Language Distinction. Retrieved
from http://iteachilearn.org/cummins/converacademlangdisti.html </span><span lang="EN-US" style="font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;"><o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<h3 style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.45pt; margin-right: 0cm; margin-top: 0cm; text-indent: -35.45pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="background: white; color: windowtext; font-family: Arial; font-size: 12.0pt; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-weight: bold; mso-fareast-language: NL;">Curry School of Education, (2012).<span style="mso-spacerun: yes;"> </span>Co-teaching defined.<span style="mso-spacerun: yes;"> </span>Retrieved from
http://faculty.virginia.edu/coteaching/definition.html<span style="mso-spacerun: yes;"> </span></span><span lang="EN-US" style="color: windowtext; font-family: Arial; font-size: 12.0pt; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-weight: bold; mso-fareast-language: NL;"><o:p></o:p></span></span></h3>
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<span lang="EN-US" style="background: white; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Della Chiesa, B., Scott, J., and Hinton, C. (2012). <i>Language in a global
world: learning for better cultural understanding.</i> Paris: OECD Publishing. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.45pt; margin-right: 0cm; margin-top: 0cm; text-indent: -35.45pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.45pt; margin-right: 0cm; margin-top: 0cm; text-indent: -35.45pt;">
<span lang="EN-US" style="background: white; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Department of Education, Western Australia (2011).<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Gifted
and talented: Developing the talents of gifted children.<span style="mso-spacerun: yes;"> </span></i>Retrieved from
http://www.det.wa.edu.au/curriculumsupport/giftedandtalented/detcms/navigation/identification-provision-inclusivity-monitoring-and-assessment/inclusivity/culturally-and-linguistically-diverse-background/<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;"><o:p></o:p></i></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ansi-language: EN-US;">Educause Learning Initiative (2011).<span style="mso-spacerun: yes;">
</span><i style="mso-bidi-font-style: normal;">Seven things you should know about
the Modern Learning Commons. </i>Retrieved from
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12.<span style="mso-spacerun: yes;"> </span>Wellington, New Zealand: </span><span lang="EN-US" style="background: white; font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US;">The<span class="apple-converted-space"> </span><em><span style="font-family: Arial; font-style: normal; mso-bidi-font-weight: bold;">School
Library Association of New Zealand</span></em><span class="apple-converted-space"> </span>Aotearoa Te Puna Whare Mātauranga a
Kura (SLANZA).<span style="mso-spacerun: yes;"> </span>Retrieved from
http://www.slanza.org.nz/uploads/9/7/5/5/9755821/collected_june_2014.pdf <o:p></o:p></span></span></div>
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<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Perrault, A. M. (2007). The School
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<i>School Libraries Worldwide</i>, <i>13</i>(2), 49–62. Retrieved from <u>http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=28746579&site=ehost-live</u><o:p></o:p></span></div>
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<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Perrault, A. M. (2010). Reaching All
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Librarians and Special Education Teachers. <i>School Library Media Research</i>,
<i>13</i>, 1–10. Retrieved from <a href="http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=67740987&site=ehost-live"><span style="color: windowtext;">http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=67740987&site=ehost-live</span></a><o:p></o:p></span></div>
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<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Perrault, A. M. (2011). Rethinking
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<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Perrault, A. M., & Levesque, A. M. (2012). Caring
for all students. <i>Knowledge Quest</i>, <i>40</i>(5), 16–17. Retrieved from <u>http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=82564002&site=ehost-live</u><o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Phinney, J.,
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="background: white; font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Singh, M. and Qi, J. (2013). <i>21st century international mindedness: An
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<span lang="EN-US" style="background: white; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Smallwood, C., and Becnel, K. (2012). <i>Library services for multicultural
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ansi-language: EN-US;">Statistics Canada (2001) <i style="mso-bidi-font-style: normal;">School
Performance of Children of Immigrants in Canada 1994-98</i><span style="background: white;">, Statistics Canada catalogue number
11F0019MIE2001178. Retrieved from
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<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Steinerová, J. (2011). Slovak
Republic: Information Ecology of Digital Libraries. <i>Uncommon Culture</i>, <i>2</i>(1),
150–157. Retrieved from <u>http://pear.accc.uic.edu/ojs/index.php/UC/article/view/4081</u><o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<h1 style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.45pt; margin-right: 0cm; margin-top: 0cm; text-indent: -35.45pt;">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-weight: bold;">The Welcoming Schools Childhood Education Programs (2015). <span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Actions
You Can Take as a Librarian. </i>Retrieved from<o:p></o:p></span></h1>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.45pt; margin-right: 0cm; margin-top: 0cm; text-indent: -.05pt;">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">http://www.welcomingschools.org/pages/steps-you-can-take-as-a-librarian<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="NL" style="background: white; color: black; font-size: 12pt;">Tough, P. M. (2012). <i>How
Children Succeed: Grit, Curiosity, and the Hidden Power of Character</i>.
United States: Tantor Media.</span><span lang="EN-US" style="background: white; font-size: 12pt;"><o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="normal" style="line-height: normal; margin-left: 35.45pt; text-indent: -35.45pt;">
<span lang="EN-US" style="color: windowtext; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Arial, Helvetica, sans-serif;">UNESCO. (2003). <i style="mso-bidi-font-style: normal;">Education in a Multilingual World</i>, UNESCO Education Position
Paper.<span style="mso-spacerun: yes;"> </span>Paris: UNESCO.<span style="mso-spacerun: yes;"> </span>Retrieved from <u>http://unesdoc.unesco.org/images/0012/001297/129728e.pdf</u>
<o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="color: windowtext; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman";">UNESCO, (2006).<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">UNESCO
Guidelines on Intercultural Education</i>, Paris:<span style="mso-spacerun: yes;"> </span>UNESCO. Retrieved from<span style="mso-spacerun: yes;"> </span></span><span lang="EN-US" style="color: windowtext; font-size: 12.0pt; mso-ansi-language: EN-US;"><o:p></o:p></span></span></div>
<div class="normal" style="line-height: normal; margin-left: 35.45pt; text-indent: -.05pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><u><span lang="EN-US" style="color: windowtext; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman";">http://unesdoc.unesco.org/images/0014/001478/147878e.pdf</span></u><span lang="EN-US" style="color: windowtext; font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman";"> <o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<h1 style="background: white; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.45pt; margin-right: 0cm; margin-top: 0cm; text-indent: -35.45pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-size: 12pt; font-weight: normal;">Vale, D., Scarino, A. and McKay, P.
(1991).<span style="mso-spacerun: yes;"> </span></span><i style="mso-bidi-font-style: normal;"><span lang="X-NONE" style="font-size: 12pt; font-weight: normal;">Pocket ALL: A user's guide to the teaching of
languages and ESL.<span style="mso-spacerun: yes;"> </span></span></i><span lang="X-NONE" style="background: white; font-size: 12pt; font-weight: normal;">Carlton, Vic. : Curriculum Corp.</span><span lang="X-NONE" style="font-size: 12pt; font-weight: normal;"><o:p></o:p></span></span></h1>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.45pt; margin-right: 0cm; margin-top: 0cm; text-indent: -35.45pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.45pt; margin-right: 0cm; margin-top: 0cm; text-indent: -35.45pt;">
<span lang="NL" style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Wang, X., Guo, Y., Yang, M., Chen,
Y., & Zhang, W. (2015). Information ecology research: past, present, and
future. <i>Information Technology and Management</i>, 1–13. <a href="http://doi.org/10.1007/s10799-015-0219-3"><span style="color: windowtext;">http://doi.org/10.1007/s10799-015-0219-3</span></a><o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.45pt; margin-right: 0cm; margin-top: 0cm; text-indent: -35.45pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="background: white; font-size: 12pt;">Welch, R. (2011). <i>Multiculturalism in school libraries.</i> Warrensburg:
University of Central Missouri. </span><span lang="EN-US" style="font-size: 12pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.45pt; margin-right: 0cm; margin-top: 0cm; text-indent: -35.45pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="Standard" style="margin-left: 35.45pt; text-indent: -35.45pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<h3 style="line-height: normal; margin-bottom: 0.0001pt; text-align: left;">
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;">Biographical notes</span></h3>
<div>
<span lang="NL" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: NL;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><u><span lang="EN-GB" style="color: black; font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-GB;">Helen Boelens</span></u><span lang="EN-GB" style="color: black; font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-GB;"> (PhD) was awarded a
Ph.D. degree by Middlesex University, School of Arts and Education in 2010. She
now focuses her work on the development of and assistance to hundreds of
thousands of school libraries in developing countries.<span style="mso-spacerun: yes;"> </span>She is the former co-ordinator of the
Research SIG of the IASL (International Association of School Librarianship).<span style="mso-spacerun: yes;"> </span>She is also one of the founders of the ENSIL
Foundation (Stitching ENSIL).<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<span lang="EN-GB" style="color: black; font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif; mso-spacerun: yes;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s23"><u><span lang="EN-US" style="color: black; font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US;">John Martin Cherek Jr.</span></u></span><span class="s23"><span lang="EN-US" style="color: black; font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US;"> (MSc) received a Master's in Political
Science from the University of Amsterdam in 2009. His thesis examined the
post-reintegration needs of former child soldiers in Sierra Leone. Before
moving to Amsterdam to study at the UvA, John worked Casey Family Programs. As
the largest operating foundation the U.S.A dedicated to improving outcomes for
children in foster care, John developed programs related to life skills
education, identity development and child welfare policy. Originally from the
United States, John </span></span><span lang="EN-US" style="color: black; font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US;">holds a degree in
Psychology from Seattle University (2004). He works primarily with vulnerable
populations and specializes in education, mental health and youth & child
development. <o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<span lang="EN-US" style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ansi-language: EN-US;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: Arial, Helvetica, sans-serif;"><u><span lang="EN-GB" style="font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-GB;">Anthony
TIlke </span></u><span lang="EN-GB" style="font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-GB;">(PhD)<u> </u>has spent nearly 20 years in the
international school sector, in Asia and Europe.<span style="mso-spacerun: yes;"> </span>His doctoral thesis (from Charles Sturt
University, Australia) focused on the impact of an international school library
on the International Baccalaureate (IB) Diploma Programme, and which
subsequently fed into his book about the Diploma and the school library/ian. A
common feature of his work is supporting mother tongue programmes in schools,
and he has contributed to an IB document “An IB educator’s story about the role
of librarians in multilingual learning communities”. </span><a href="https://www.blogger.com/null" name="_GoBack"></a><span lang="NL" style="font-size: 12.0pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal;">
<span lang="EN-GB" style="font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ansi-language: EN-GB;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: Arial, Helvetica, sans-serif;"><u><span lang="EN-GB" style="font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">Nadine
Bailey</span></u><span lang="EN-GB" style="font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";"> (MPhil,
MBA, MIS) has lived and worked internationally for 20 years, in Africa, South
America, Europe and Asia. Her area of interest lies in language and identity
particularly related to students educated in a third culture environment. In an
increasingly digitised educational environment she argues that librarians play
an important curation and leadership role in guiding and enabling students to
create personal learning networks in and for their mother tongue language. In
that way libraries are both a safe physical and virtual space.</span><span lang="NL" style="font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-30656208024271566852015-10-21T12:46:00.001+08:002015-10-21T12:46:44.879+08:00Do (reading) incentives work?<div dir="ltr" style="text-align: left;" trbidi="on">
Last week I had the pleasure of attending the I<a href="https://teacherlibrariahship.wordpress.com/" target="_blank">nternational Conference on School Librarianship of Asian Countries</a>. As the sole tweeter I created the hashtag <a href="https://twitter.com/search?q=%23icslac%20&src=typd" target="_blank">#icslac </a> but I'm a rather poor multi-tasker and therefore incapable of listening and writing and tweeting, so I'll write a couple of post about the proceedings and my musings on them. For a <a href="https://sites.google.com/site/teacherlibrariantw/jiang-yi-xia-zai/internationalconference" target="_blank">copy of the proceedings papers, you can go to this site </a>(don't get put off by the Chinese, most of the proceedings were in English - much to my relief).<br />
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As the parent of a voracious and a reluctant reader, and as a teacher librarian seeing students passing through the library on either side of the spectrum or somewhere inbetween - the magic involved in creating self-motivated readers is one that is very close to my heart.<br />
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Two of the speakers touched on this theme. Firstly Dr. Krashen with his talk on "<a href="http://140.122.127.190/vjs/vj-attachment/internationalconference/15AM1_Stephen%E8%AC%9B%E7%BE%A9.pdf" target="_blank">The Great Fiction / Nonfiction Debate</a>" and then Dr. Samuel Chu with "<a href="http://140.122.127.190/vjs/vj-attachment/internationalconference/15PM4_DrSamChu.pdf" target="_blank">Interest and Ability through Gamification</a>". It was greatly unfortunate that there just was not enough time for the issues to be discussed and debated at length given the very tight schedule, so I'd like to take this further in this blog. I'd also like to plant the seed of thought that perhaps some of this has to do with culture - reading culture, testing culture, exam culture, learning culture, curriculum culture, homework culture, competitive culture. Some has to do with availability and accessibility - of role models, of suitable books in the home, the school, the classroom, the (public / school) library and of course the availability of time.<br />
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<a href="http://140.122.127.190/vjs/vj-attachment/internationalconference/15AM1_Stephen%E8%AC%9B%E7%BE%A9.pdf" target="_blank">Dr. Krashen</a> successfully demolished the four fallacies of not allowing students unlimited self-selected pleasure reading of fiction<br />
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<li>not academic</li>
<li>doesn't provide knowledge</li>
<li>doesn't challenge the mind</li>
<li>students stick with easy books</li>
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and provided research to argue against each point. Of course it is necessary to understand where Dr. Krashen is coming from to put this all into context - the environment of the USA gone crazy on Common Core Standards and an obsession with <a href="http://www.urbandictionary.com/define.php?term=fomo" target="_blank">FOMO</a> particularly as <a href="http://www.bbc.com/news/business-32608772" target="_blank">Asian nations top every possible educational league table</a>. And so the pendulum is swinging to spending every waking moment on what is thought to be "constructive" and "educational" activity. He recently did a very <a href="http://www.sourcesandmethods.com/podcast/2015/9/14/sources-and-methods-20-stephen-krashen" target="_blank">interesting podcast on TPRS </a>that is worth a listen, and towards the end (at minute 47.30) you can get a feeling for this issue.</div>
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A little later <a href="http://140.122.127.190/vjs/vj-attachment/internationalconference/15PM4_DrSamChu.pdf" target="_blank">Dr. Chu </a>gave a very entertaining talk (let's just say that while all the speakers are excellent in their field, the idea of TED type talks has not yet filtered down to the academic scene here) on his "<a href="http://battle.cite.hku.hk/" target="_blank">Reading Battle</a>" project.</div>
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Here is a video of the award ceremony - if you don't have the patience for the full 11 minutes, I would say go to 5"50 and watch the mother of a child who was a reluctant reader - I challenge any parent of a reluctant reader to have dry eyes at the end of that segment! </div>
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If you want to read more on how the project was rolled out at the <a href="http://battle.cite.hku.hk/wp-content/uploads/sites/7/2015/07/Lam-Tin-Methodist-Primary-School.pdf" target="_blank">Lam Tin Primary school, this is a great presentation</a> - you can see how they have the buy-in of all the stakeholders.<br />
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Now for the meat ... the audience was fairly evenly divided between those who support and those who oppose incentivising reading, with myself somewhere in the middle. There comes a point I think in every parent and every educator's life when the go for "whatever works" for whichever student. Having spent 12 years in Asia, 3 of them with my kids being educated in a Chinese system, and the most of the rest of my parental life in other countries, I'm no longer amazed, confused, appalled or otherwise phased by how any one culture or community attempts to turn their offspring from mewling babies into functional adults. Even within my household, sample size 2, what works for the one, definitely doesn't work for the other. Let's say I now find everything "interesting" with the possibility for implementation wholesale or diluted in my professional and personal practice. Apart from scolding and beating or otherwise abusing kids physically or verbally.<br />
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Those opposed pointed to <a href="http://www.alfiekohn.org/punished-rewards/" target="_blank">Alfie Kohn's "Punished by Rewards" </a> and<br />
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<a href="http://as.wiley.com/WileyCDA/WileyTitle/productCd-0470372273.html" target="_blank">The Book Whisperer</a>: Awakening the Inner Reader in Every Child, written by <a href="http://blogs.edweek.org/teachers/book_whisperer/" target="_blank">Donalyn Miller</a><br />
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And Penny Kittle of book love... a question - where are the Asian authors writing about this? Are they just not part of the educational rock stars? Or is it languishing in a language that we English dominant people don't read or access?</div>
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I posed the question to our School Librarian Facebook group and here is a selection of the replies I received:</div>
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<span style="color: #141823; font-family: helvetica, arial, sans-serif;"><span style="font-size: 12px; line-height: 12.864px;">xxxx I offered a substantial amount of money to 2 young men to attempt a book once - they both didn't bite or even grab the chance. ... I dislike AR for this reason. Children need to want to read, and the reading needs to be challenging and interesting enough to engage them for readings sake. I am on Dr Krashen's side. wink emoticon</span></span><br />
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<span data-reactid=".5f.1:5:1:$comment1705502886339716_1705505753006096/=10.0.$right.0.$left.0.0.2"><span data-ft="{"tn":"K"}" data-reactid=".5f.1:5:1:$comment1705502886339716_1705505753006096/=10.0.$right.0.$left.0.0.2.$comment-body"><span class="UFICommentBody" data-reactid=".5f.1:5:1:$comment1705502886339716_1705505753006096/=10.0.$right.0.$left.0.0.2.$comment-body.0"><span data-reactid=".5f.1:5:1:$comment1705502886339716_1705505753006096/=10.0.$right.0.$left.0.0.2.$comment-body.0.$end/=1$text0/=010">xxxx The evidence is overwhelmingly against incentivized reading, not only from Stephen Krashen. Give the book Readicide a look. </span><br data-reactid=".5f.1:5:1:$comment1705502886339716_1705505753006096/=10.0.$right.0.$left.0.0.2.$comment-body.0.$end/=1$text1/=010" /><span data-reactid=".5f.1:5:1:$comment1705502886339716_1705505753006096/=10.0.$right.0.$left.0.0.2.$comment-body.0.$end/=1$text2/=010">On the whole, reading skills and interest in reading decrease over time when programs such as AR are put to use. FVR (Free Voluntary Reading) is the way to go.</span></span></span></span></div>
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<span data-reactid=".5f.1:5:1:$comment1705502886339716_1705535756336429/=10.0.$right.0.$left.0.0.2"><span data-ft="{"tn":"K"}" data-reactid=".5f.1:5:1:$comment1705502886339716_1705535756336429/=10.0.$right.0.$left.0.0.2.$comment-body"><span class="UFICommentBody" data-reactid=".5f.1:5:1:$comment1705502886339716_1705535756336429/=10.0.$right.0.$left.0.0.2.$comment-body.0"><span data-reactid=".5f.1:5:1:$comment1705502886339716_1705535756336429/=10.0.$right.0.$left.0.0.2.$comment-body.0.$end/=1$text0/=010">xxxx Do what works for who it works for. We don't have to be so black and white about everything. It's how nasty arguments start.</span></span></span></span><br />
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<span data-reactid=".5f.1:5:1:$comment1705502886339716_1705537233002948/=10.0.$right.0.$left.0.0.2"><span data-ft="{"tn":"K"}" data-reactid=".5f.1:5:1:$comment1705502886339716_1705537233002948/=10.0.$right.0.$left.0.0.2.$comment-body"><span class="UFICommentBody" data-reactid=".5f.1:5:1:$comment1705502886339716_1705537233002948/=10.0.$right.0.$left.0.0.2.$comment-body.0"><span data-reactid=".5f.1:5:1:$comment1705502886339716_1705537233002948/=10.0.$right.0.$left.0.0.2.$comment-body.0.$end/=1$text0/=010">xxxx Not black and white - just stating our opinion based on the peer reviewed research and personal experiences. Feel free to disagree without getting personal. That is when nasty arguments ensue. Plenty of schools use AR - I would like to hear their experiences too.</span></span></span></span></div>
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<span data-reactid=".5f.1:5:1:$comment1705502886339716_1705549763001695/=10.0.$right.0.$left.0.0.2"><span data-ft="{"tn":"K"}" data-reactid=".5f.1:5:1:$comment1705502886339716_1705549763001695/=10.0.$right.0.$left.0.0.2.$comment-body"><span class="UFICommentBody _1n4g" data-reactid=".5f.1:5:1:$comment1705502886339716_1705549763001695/=10.0.$right.0.$left.0.0.2.$comment-body.0"><span data-reactid=".5f.1:5:1:$comment1705502886339716_1705549763001695/=10.0.$right.0.$left.0.0.2.$comment-body.0.0"><span data-reactid=".5f.1:5:1:$comment1705502886339716_1705549763001695/=10.0.$right.0.$left.0.0.2.$comment-body.0.0.$end/=1$text0/=010"><span style="color: #141823;">xxxx I was recently at a presentation of Book Battle by Dr Sam Chu. Dr Sam Chu has developed a program based on predominantly reading offline, then answering questions (predominantly comprehension based) and earning badges online. </span></span></span></span></span></span><span data-reactid=".3s.1:5:1:$comment1705502886339716_1705549763001695/=10.0.$right.0.$left.0.0.2.$comment-body.0.0" style="color: #141823; line-height: 12.864px;"><span data-reactid=".3s.1:5:1:$comment1705502886339716_1705549763001695/=10.0.$right.0.$left.0.0.2.$comment-body.0.0.$end/=1$text0/=010">This style of reading prog</span></span><span data-reactid=".3s.1:5:1:$comment1705502886339716_1705549763001695/=10.0.$right.0.$left.0.0.2.$comment-body.0.3" style="color: #141823; line-height: 12.864px;"><span data-reactid=".3s.1:5:1:$comment1705502886339716_1705549763001695/=10.0.$right.0.$left.0.0.2.$comment-body.0.3.0"><span data-reactid=".3s.1:5:1:$comment1705502886339716_1705549763001695/=10.0.$right.0.$left.0.0.2.$comment-body.0.3.0.$end/=1$text0/=010">ram for reward may not suit everyone, but it has an appeal to the culture of education in Hong Kong. The program was set up for Hong Kong local schooling, where incentive (and competitive) based education is the norm. In May this year I was part of a group of international librarians who read and voted on papers submitted for the IASL conference paper award. The group unanimously voted on a paper which highlighted the bias when western academic research and findings are used across the globe. I am western educated and hold the values of an education system and library from both my upbringing and working experiences. I enjoy reading Dr Stephen Krashen's research. I don't however believe that it should be a global solution. Let us celebrate cultural differences if the aim is to get kids reading. Dr Sam Chu's program does start with the reading of a book, and in the case of local Hong Kong schools, this means a trip to the local library to find it. It should be celebrated as a positive step for the audience it targets. P.S. I don't have the name of the author and paper at hand, but would like to share when I do.</span></span></span><br />
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<span data-reactid=".5f.1:5:1:$comment1705502886339716_1705551569668181/=10.0.$right.0.$left.0.0.2"><span data-ft="{"tn":"K"}" data-reactid=".5f.1:5:1:$comment1705502886339716_1705551569668181/=10.0.$right.0.$left.0.0.2.$comment-body"><span class="UFICommentBody" data-reactid=".5f.1:5:1:$comment1705502886339716_1705551569668181/=10.0.$right.0.$left.0.0.2.$comment-body.0"><span data-reactid=".5f.1:5:1:$comment1705502886339716_1705551569668181/=10.0.$right.0.$left.0.0.2.$comment-body.0.$text0/=1$text0/=010">xxxx Dr Chu presentation on his gamification Reading Battle</span><a class="" data-reactid=".5f.1:5:1:$comment1705502886339716_1705551569668181/=10.0.$right.0.$left.0.0.2.$comment-body.0.$range0/=10" dir="ltr" href="http://battle.cite.hku.hk/wp-content/uploads/sites/7/2015/07/Chus-presentation-v2015-6-30-v2.pdf" rel="nofollow" style="color: #3b5998; cursor: pointer; text-decoration: none;" target="_blank">http://battle.cite.hku.hk/.../Chus-presentation-v2015-6...</a></span></span></span><br />
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<span data-reactid=".5f.1:5:1:$comment1705502886339716_1705552213001450/=10.0.$right.0.$left.0.0.2"><span data-ft="{"tn":"K"}" data-reactid=".5f.1:5:1:$comment1705502886339716_1705552213001450/=10.0.$right.0.$left.0.0.2.$comment-body"><span class="UFICommentBody" data-reactid=".5f.1:5:1:$comment1705502886339716_1705552213001450/=10.0.$right.0.$left.0.0.2.$comment-body.0"><span data-reactid=".5f.1:5:1:$comment1705502886339716_1705552213001450/=10.0.$right.0.$left.0.0.2.$comment-body.0.$text0/=1$text0/=010">xxxx One schools experience of Reading battle </span><a class="" data-reactid=".5f.1:5:1:$comment1705502886339716_1705552213001450/=10.0.$right.0.$left.0.0.2.$comment-body.0.$range0/=10" dir="ltr" href="http://battle.cite.hku.hk/wp-content/uploads/sites/7/2015/07/Lam-Tin-Methodist-Primary-School.pdf" rel="nofollow" style="color: #3b5998; cursor: pointer; text-decoration: none;" target="_blank">http://battle.cite.hku.hk/.../Lam-Tin-Methodist-Primary...</a></span></span></span><br />
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<div class="fsm fwn fcg UFICommentActions" data-reactid=".5f.1:5:1:$comment1705502886339716_1705552213001450/=10.0.$right.0.$left.0.3" style="clear: both; color: #9197a3; padding-top: 2px;">
xxxx <span data-reactid=".3s.1:5:1:$replies1705502886339716_1705552213001450/=10.1:2:$comment1705502886339716_1705655836324421/=10.0.$right.0.$left.0.0.2.$comment-body.0.0" style="color: #141823; line-height: 12.864px;"><span data-reactid=".3s.1:5:1:$replies1705502886339716_1705552213001450/=10.1:2:$comment1705502886339716_1705655836324421/=10.0.$right.0.$left.0.0.2.$comment-body.0.0.$end/=1$text0/=010">I wouldn't chose to use it as curriculum, but this school does. Renaissance College and Lam Tin are great examples of schools just down the round from each other, but a world apart. This looks like a promotional report to support Book Battle. I am impr</span></span><span data-reactid=".3s.1:5:1:$replies1705502886339716_1705552213001450/=10.1:2:$comment1705502886339716_1705655836324421/=10.0.$right.0.$left.0.0.2.$comment-body.0.3" style="color: #141823; line-height: 12.864px;"><span data-reactid=".3s.1:5:1:$replies1705502886339716_1705552213001450/=10.1:2:$comment1705502886339716_1705655836324421/=10.0.$right.0.$left.0.0.2.$comment-body.0.3.0"><span data-reactid=".3s.1:5:1:$replies1705502886339716_1705552213001450/=10.1:2:$comment1705502886339716_1705655836324421/=10.0.$right.0.$left.0.0.2.$comment-body.0.3.0.$end/=1$text0/=010">essed that it profiles the importance of the library, teacher librarian and their collaboration with IT. Book Battle features on the school website as well. I would liked to know if there was curriculum for reading so well profiled by the school before Book Battle, did Book Battle replace something better due to it's convenience?</span></span></span></div>
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Some of the responses above pointed to the AR (accelerated reader) program - that has its fans and <a href="http://www.sdkrashen.com/content/articles/does_accelerated_reader_work.pdf" target="_blank">opponents </a>including the fact that it's<a href="http://evolvingenglishteacher.blogspot.sg/2013/06/you-lost-me-at-accelerated-reader-npr.html" target="_blank"> commercially driven</a> and <a href="http://eric.ed.gov/?id=ED456423" target="_blank">doesn't have a lasting effect over time </a>(Pavonetti et.al) - I would like to point out here, that even Miller bemoans the fact that once her students move onto another teacher without the same structure and passion for FVR the reading of her ex-students drops off.<br />
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I also have to wonder about the type of language being read. Just about every (highly) literate native Chinese speaker has lamented to me that once their children become fluent English readers they will eschew reading in Chinese for reading in English. We make an argument in FVR that it doesn't matter what children read as long as they are reading ... (although if you read what all the "gurus" have to say, it's not quite as free and easy as all that, and the students under their care are heavily guided towards good children's literature - which doesn't by the way equate with "classics", just in case you wondered). Does this argument hold for it not mattering in which language you read? I would argue very strongly that it matters very much in which language you are reading.<br />
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I don't have any answers here, but would like to see what people have to say...<br />
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-81801990704177082512015-10-20T14:52:00.001+08:002015-10-20T15:01:21.456+08:00Virtual reality - the promise and the reality<div dir="ltr" style="text-align: left;" trbidi="on">
Last month I had the pleasure of attending a workshop held by the LAS (Library Association of Singapore) run by 6 librarians from NTU. Their enthusiasm was infectious and we were given a great opportunity of experiencing VR (virtual reality) and considering how it could be applied to our educational library contexts. That prompted me to have a further look into the field.<br />
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<b>What is VR? </b>This is a brief background to VR and an introduction of the Oculus Rift hardware which will supposedly be a game changer in VR.<br />
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<b>Can VR help us to develop empathy?</b> - here is a video of Barbara Allen using VR to allow the viewer to experience events.</div>
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<span style="background-color: white; color: #333333; font-family: Roboto, arial, sans-serif; font-size: xx-small; line-height: 17px; text-align: start;"><i>"Working with Stanford's world-class virtual reality lab, documentary filmmaker <b>Barbara E. Allen </b>developed a prototype that lets users experience the aftermath of Hurricane Katrina from a New Orleans roof top. She gives a sneak peak into the project, which drew on her film making and storytelling skills as well as her love of video-gaming."</i></span></div>
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<span style="background-color: white; color: #333333; font-family: Roboto, arial, sans-serif; font-size: medium; line-height: 17px; text-align: start;">What about the use of <b>VR as a tool to expand exploration and scientific enquiry</b>? The following video shows some of the possibilities, while <a href="http://www.forbes.com/sites/ptc/2014/08/27/could-virtual-reality-be-the-next-big-thing-in-education/" target="_blank">this article</a> explores it's application in training and education. At the moment, attention seems to be focused on <a href="http://www.wired.com/insights/2013/12/virtual-reality-and-learning-the-newest-landscape-for-higher-education/" target="_blank">higher education</a> and on-the-job training - possibly as a result of the current high price points still involved. The "<i><a href="http://www.roadtovr.com/world-of-comenius-virtual-reality-education-biology-lesson-leap-motion-oculus-rift-dk2/" target="_blank">World of Comenius</a>" </i>is a project in a high school in Czech republic providing a VR biology lesson.</span></div>
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<span style="background-color: white; color: #333333; font-family: Roboto, arial, sans-serif; font-size: medium; line-height: 17px; text-align: start;">The <a href="http://www.vrs.org.uk/virtual-reality-education/in-the-classroom.html" target="_blank">virtual reality blog</a> provides a comprehensive set of links that are worth exploring further and distinguishes between a immersible "cave" experience as highlighted below and the donning of a headset.</span></div>
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<span style="background-color: white; color: #333333; font-family: Roboto, arial, sans-serif; font-size: small; line-height: 17px; text-align: start;">The <a href="http://www.hypergridbusiness.com/2015/05/5-ways-virtual-reality-will-transform-education/" target="_blank">five ways in which education </a>will be transformed according to a Quora question include: </span></div>
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<li>"magic school bus"</li>
<li>Simulators</li>
<li>Virtual classroom</li>
<li>Virtual self-study</li>
<li>Values and socialisation </li>
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Certainly in Singapore with the last month of hazy conditions that put paid to our students' field trips, VR would be something worth exploring further. As usual the USA is most developed, with many museums and historical sites providing access to their collections virtually - sometimes in 3D. </div>
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Some advice can be found here:</div>
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<li><a href="http://www.educationworld.com/a_tech/tech/tech071.shtml" target="_blank">Education World</a></li>
<li>The <a href="http://teaching.monster.com/education/articles/8847-5-best-virtual-field-trips" target="_blank">"5 Best"</a> from teaching monster</li>
<li>The <a href="http://www.earlychildhoodeducationzone.com/virtual-field-trips/" target="_blank">15 best </a>from Early Childhood Education Zone</li>
<li>Some <a href="http://www.readingrockets.org/article/virtual-field-trips" target="_blank">science based virtual field trips</a> by Reading Rockets for elementary school</li>
<li>Tips on <a href="http://www.teachhub.com/how-plan-virtual-field-trip" target="_blank">how to plan a virtual field trip</a> by TeachHub</li>
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There is a new experimental branch of google - <a href="https://googleblog.blogspot.sg/2015/09/bring-virtual-reality-field-trips-to.html" target="_blank">google expeditions</a> using google cardboard VR headsets. Unfortunately they're not in Singapore yet - but perhaps if enough schools put in a request they could be swayed? Anyone out there from Google listening?</div>
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<b>Kaching!</b></h2>
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And the businesses piling in:</div>
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<li>The <a href="http://www.vanityfair.com/news/2015/09/oculus-rift-mark-zuckerberg-cover-story-palmer-luckey" target="_blank">story of Oculus Rift</a></li>
<li>Overview of the <a href="http://www.videoguys.com/blog/virtual-reality/overview-of-the-key-players-in-virtual-reality-vr/" target="_blank">VR ecosystem</a></li>
<li><a href="http://www.eonreality.com/education/" target="_blank">Eon </a>Reality</li>
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Try for yourself</h2>
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A first step would be to get hold of the cheap but effective <a href="https://www.google.com/get/cardboard/" target="_blank">Google cardboard</a> and play around with <a href="https://www.google.com/get/cardboard/apps/" target="_blank">some of the apps</a> that are available for iOS or Android. </div>
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Next up would be the <a href="http://www.stuff.tv/sg/oculus/rift/review" target="_blank">oculus rift, </a>which should be released in Q1 2016.</div>
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What does it mean for librarians?</h2>
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This is a tricky one. Evidenced by the fact that our presenters from NTU were working with a budget of a mere S$ 2,500 to cover their explorations into the field. What would the role of the librarian be? Curator of content? Finder of resources? Cataloguer of equipment?</div>
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-19545682273116168192015-10-12T19:09:00.002+08:002015-10-12T19:09:58.272+08:00Applying spatial changes and design thinking to middle school reading– a three phase collaborative approach<div dir="ltr" style="text-align: left;" trbidi="on">
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Introduction</h2>
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There is a long history of research into the value of and elements contributing to the success of classroom libraries. They have an important role in ensuring accessibility of written works to promote fluency and skill in literacy and thereby contributing to academic achievement. But the literature appears to concentrate on elementary schools (Hopenwasser & Noel, 2014; James, 1923; Jones, 2006; Krarup, 1955; Powell, 1966; Sanacore & Palumbo, 2010; Todd, Gordon, & Lu, 2011; Worthy, 1996). Although partnership and collaboration with the school and/or public library and librarian is recommended, the literature often deals with the two spaces in isolation. Further, the problem of aliteracy in middle school – whereby students can read but don’t want to – is well documented (Kelley & Decker, 2009; Krashen, 2004; Lesesne, 1991; Sheldon & Davis, 2015; Worthy, 1996). This case report will show how the two environments library and classroom, can successfully be seen as extensions of each other through the principles of design and design thinking and explicit cooperation between the language humanities (Eng/Hum) teachers, literacy coach and school librarian in order to promote voluntary reading.</div>
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Case development</h2>
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United World College South East Asia East (UWCSEA-East) is a K-12 international school located in Singapore. It commenced operations in 2008 and took occupancy of a purpose built campus in 2011. In this campus, the secondary school library initially served around 500 middle school students – see table 1. It now caters to three distinct communities, middle school, high school and the International Baccalaureate (IB) – see Table 2.</div>
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<a data-mce-href="http://thinkspace.csu.edu.au/informativeflights/files/2015/10/Screen-Shot-2015-10-11-at-11.27.14-am-28a6cip.png" href="http://thinkspace.csu.edu.au/informativeflights/files/2015/10/Screen-Shot-2015-10-11-at-11.27.14-am-28a6cip.png"><img alt="Screen Shot 2015-10-11 at 11.27.14 am" class="aligncenter wp-image-647 size-full" data-mce-src="http://thinkspace.csu.edu.au/informativeflights/files/2015/10/Screen-Shot-2015-10-11-at-11.27.14-am-28a6cip.png" height="354" src="http://thinkspace.csu.edu.au/informativeflights/files/2015/10/Screen-Shot-2015-10-11-at-11.27.14-am-28a6cip.png" style="display: block; margin-left: auto; margin-right: auto;" width="643" /></a></div>
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Despite consultation with the librarian in the planning phase, certain spaces of the library were designated different functions than agreed upon and furnished accordingly by the architect and building manager. One such area was upstairs overlooking the main school plaza with purpose built magazine racks. The idea was it would be a well-frequented showcase area for magazine reading. In reality a number of factors prevented this from being realised:</div>
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<li>The furniture design didn’t accommodate its purpose as it was not deep or high enough and the storage area didn’t fit back copies</li>
<li>The zoning of the library post occupancy meant that materials affording quick casual reading such as graphic novels and periodicals were better located in the “noisier” and fast turnover area which allowed food and beverages, i.e. downstairs.</li>
<li>The trend in libraries is to move away from physical magazines and periodicals towards online providers including online databases and aggregators such as PressReader that provide the same product at a lower cost and without delays and issues with cataloguing and maintenance.</li>
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The question of what to do with the space was resolved by noticing that as the secondary school reached post occupancy capacity the lowest students in the pecking order i.e. middle school students were increasingly marginalised with students of higher sections taking over the prime library real estate (students are visually distinct due to different coloured polo shirts for their uniforms). In addition, middle school students no longer had library visits planned into their schedule. Furthermore, the large influx of new students and teachers meant that reading books in the classrooms were unevenly distributed both in terms of volume and quality without any structured form of classroom library, which the students had become accustomed to in the primary section. Finally, Eng/Hum teachers were noticing a decline in voluntary reading as students moved up through middle school.</div>
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These issues were addressed initially through collaboration between the librarian and Eng/Hum teachers and more recently by the new literacy coach over a period of three years as follows:</div>
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<li>The conversion of the magazine area into a middle school reading zone</li>
<li>The establishing of a core library for each of the three middle school grades (Day, 2013b)</li>
<li>The creation of middle school classroom libraries in a formal and structured manner with materials integrated into the library catalogue (Day, 2015d)</li>
<li>The integration of informational / nonfiction texts into both areas</li>
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This is an on-going process and worth a critical analysis to examine the choice process, latent or existing attitudes and assumptions, exterior pressures and design constraints and collaboration and communication.</div>
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Critical analysis</h2>
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<strong>Choice of process</strong></h3>
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The spatial change <strong>in the library</strong> was conceived and led by the teacher-librarian (TL) with the Eng/Hum teachers joining in the collaboration as the process evolved. Since the TL has experience in design thinking (Day, 2013a, 2015a, 2015c) the process followed the design thinking cycle of inspiration, ideation, iteration and getting to scale (Brown, 2008; IDEO, 2014).</div>
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This was achieved by:</div>
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<li>Agreeing on a “core library” of 30 titles per grade for grades 6-8 which were prominently displayed</li>
<li>Adjusting shelving to accommodate front facing books</li>
<li>Relocating books of interest to this age group from the fiction collection</li>
<li>Using large posters to highlight the favourite books of middle school teachers in the library and class corridors and classroom walls</li>
<li>Ensuring multiple copies of books, by using class and literary circle sets</li>
<li>Adequate lighting, comfortable furniture and the creation of a private space</li>
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The above steps and final spatial design incorporated the elements that are recommended as enhancing school library spaces (Cha & Kim, 2015; Elliott-Burns, 2003; La Marca, 2008; A. McDonald, 2006; Serafini, 2011).</div>
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The design elements that contribute to successful <strong>classroom libraries</strong> are not dissimilar and include:</div>
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<li>Sufficient space which is a focal area but partitioned and private</li>
<li>Comfortable furniture</li>
<li>Variety of material in range of complexity including different literary genres and informational texts</li>
<li>Category organisation and shelf labelling</li>
<li>Combination shelving allowing for quantity of books and display (front facing)</li>
<li>Advertising by means of posters and notices on whiteboards</li>
<li>Graphic organisation either thematic or by connections</li>
<li>Involvement of students in selection, organisation and maintenance (Fractor, Woodruff, Martinez, & Teale, 1993; Hopenwasser & Noel, 2014; Reutzel & Fawson, 2002, cited in Sanacore & Palumbo, 2010)</li>
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Discussion and research on the elements predominantly come from the elementary school environment, and the adoption to middle school requires some adjustments to account for the fact that students do not remain in one classroom, lessening the sense of ownership of a space on the part of students, and teachers needing to cater to multiple classes with different profiles and interests. Learning spaces are also typically smaller relative to the size of the students.</div>
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The creation of the library and classroom reading spaces and populating them with books is “necessary but not sufficient” (McGill-franzen, Allington, Yokoi, & Brooks, 1999). Other components of encouraging reading include training teachers to enhance their instructional routines to incorporate the material, and to ensure that teachers are familiar not only with their literary canon, but also the latest in good young adult fiction (Day, 2015b; McGill-franzen et al., 1999). The school has invested in training with Penny Kittle to assist in the instructional routines (Raisdana, 2015), while the librarian is working with the teachers on the latter.</div>
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Latent or existing attitudes and assumptions</h3>
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An international school is blessed with diversity in cultures, languages and backgrounds both of their students and teachers. This results in a context of people coming from different systems with different attitudes, assumptions, beliefs and experiences around education, reading and libraries. In just the middle school, teachers come from Australia, United States, Philippines, Ireland, Canada and the United Kingdom, each with their own literary core. In addition, there are personal preferences and beliefs, for example around young adult literature (see Raisdana, 2014). Teachers may not be used to or have experience of collaboration with the TL, the benefits thereof, nor aware of the ways in which libraries have evolved (Gibbs, 2003; Montiel-Overall, 2006, 2008; Sullivan-Macdonald, 2015). And naturally there are assumptions around what constitutes an ideal learning or reading space and the balance between the two (Elliott-Burns, 2005). In a meta-review of access to print and educational outcomes, Lindsay (2010) concluded that limiting choices with a larger distribution interval led to more reading, particularly if it was accompanied by activities such as training and book talks. This is in contrast to the assumption that collections should be as large as possible. It also suggests that rotation of materials leads to better outcomes.</div>
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Exterior pressures and design constraints</h3>
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The creation of the complementary spaces faced a number of constraints, design and otherwise. These included a small budget, limited time and variability in the reading level of students. In design thinking the presence of constraints is seen as a positive force that encourages creative solutions and exploring options that would not otherwise be considered, and this proved to be true in this case study (Brown & Katz, 2011; Hill, 1998; Ness, 2011).</div>
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Naturally budget was an important constraint that shaped the way in which the space was converted and books and furniture was acquired or moved and repurposed. As discussed earlier, the librarian was involved in the “fuzzy front end” (Sanders & Stappers, 2008, p. 6), of the secondary library design and once the space was completed it was not possible to change the space, only to adapt its purpose. In the classrooms the availability of furniture in the room to hold the books and the available space for the classroom library <em>vis-à-vis </em>other learning spaces determined how many books could effectively by stored and displayed. In this respect creative design thinking was deployed, for example by taking the doors off built-in cupboard space both in the classrooms and in the library, creating additional shelving. Comfortable furniture was either acquired by donations from the community or purchased to ensure equity between the classrooms.</div>
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Although the library and classes each have a budget for the acquisition of books, both wanted to ensure that existing resources were not wasted – for example the books already owned in multiple copies. However their repurposing had to be examined within the constraints of the reading level of the students and the curriculum themes for each grade.</div>
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Collaboration and communication</h3>
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Collaboration and communication between the TL and teachers has received a lot of attention as has the ways in which spatial design and design thinking can enhance collaboration (Avallon & Schneider, 2013; Ferer, 2012; Gibbs, 2003; Knapp, 2014; Montiel-Overall, 2006; Williamson, Archibald, & McGregor, 2010). Enhancing collaboration between the TL and the Eng/Hum department has occurred on a number of fronts, both physical and virtual - such as book chat mornings to book talk new books, encouraging teachers and students to be involved with the selection of books for the Red Dot Awards (ISLN, 2015), processing and cataloguing the books, and the creation of a virtual space for the books (Day, 2015b).</div>
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Given time constraints and curriculum pressures, additional moments for collaboration and communication have had to be designed into the process. For example teachers can book the reading zone space to conduct lessons, and invite the TL to book talk new or noteworthy books. In addition the library receives supervision assistance from teachers during lunch, recess times and after school. The Eng/Hum teachers have first priority in requesting this duty, creating the opportunity for the important “casual conversations” that result in informal learning and information exchange (Oblinger, 2006; Somerville & Brown-Sica, 2011).</div>
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Conclusion</h2>
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The process can neither be criticized for its efficacy nor results. Teachers, students and the librarian have largely viewed the change positively. Due to making small iterative changes to the spaces, starting with a small budget and a limited number of books in the first year, and subsequently adapting the choice of books, the selection and weeding process based on experience and feedback, the combined library / class library spaces appear to have grown organically despite a lot of “behind the scenes” work on book processing, cataloguing and making books classroom / shelf ready.</div>
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There are five main recommendations arising from the analysis of this case study, all which can be tackled through employing design thinking rather than further changes to the current spatial design:</div>
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<li>Balance the contradictory forces of novelty and familiarity through how books are selected, displayed and rotated</li>
<li>Focus efforts on the most efficacious element of encouraging reading - book talks</li>
<li>Expand the space to include the home environment, particularly in the case of bilingual students</li>
<li>Increase involvement of students in the spatial design and change process</li>
<li>Quantify the benefits of this spatial / design thinking collaboration through evidence based research.</li>
</ul>
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These will be elaborated in the next section.</div>
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Recommendations</h2>
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Balance novelty and familiarity</h3>
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Students like and respond to novelty in display and a constant supply of “new” titles, they would also possibly benefit from choice limitation (Iyengar, 2011). This can be achieved by a rotation of titles between spine and front facing, and through a rotation between the books in the various classes (Lindsay, 2010). At present the core and class libraries are refreshed annually and the class libraries are not rotated between classes or teachers. It is recommended this be considered to prevent staleness. The class library placement of books in bins rather than shelves with a mixture of front and spine facing, allowing changes is display is not best practise, nor is having all books available simultaneously (Fractor et al., 1993; Lindsay, 2010; Sanacore, 2000; Sanacore & Palumbo, 2010).</div>
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Book talks</h3>
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The importance of teachers’, librarians’, students’ and the community’s increasing exposure of diverse books in all genres by book talking can’t be overstated (Bentheim, 2013; Gallo, 2001; L. McDonald, 2013; Serafini, 2011). But, as examined in the analysis, a number of barriers stand in the way of regular book talks. In addition, requiring reading related tasks from students runs the risk of resulting in unfavourable associations with reading and further reluctance (Eriksson, 2002; Gallo, 2001; Miller, 2009).</div>
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Many practioners have described how digital innovation and the creation of virtual spaces can enhance and augment traditional book talks as well as expand transliteracy skills of students (Dreon, Kerper, & Landis, 2011; Gogan & Marcus, 2013; Gunter & Kenny, 2008; Ragan, 2012). It is recommended that students be given ownership of exploring the potentials of the digital realm in this respect as a guided design thinking exercise.</div>
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Mother tongue material and the home environment</h3>
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Access to mother tongue materials continues to be a weakness in the library and even more so in the classroom library. There are logistical and financial constraints including the wide spread of languages, the undervaluation of low status languages, and misinformation and misunderstanding on the value of reading in the mother tongue amongst students and parents (Bailey, 2014a, 2014b, 2015; Boelens, Cherek, Tilke, & Bailey, 2015). This is an area that would benefit greatly from increased collaboration between the college and parent body where previously “unknowable” resources could be tapped into through utilizing the analytical and process skills of design thinking (IDEO, 2014; Landis, Umolu, & Mancha, 2010; McIntosh, 2015).</div>
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Student involvement</h3>
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While literature indicates collaboration by all stakeholders is essential for acceptance, particularly in learning environments (Hamilton, 2013; Jones, 2006; Sanders & Stappers, 2008), this has largely been a librarian / teacher initiative with some student involvement in book selection. Moving forward, the virtual or digital sphere is an area where students can also be encouraged to carve out a presence and take ownership with teachers taking on an enabler role as use of all seven learning spaces are maximised (Grisham & Wolsey, 2006; McIntosh, 2010; Thornburg, 2007; Wilson & Randall, 2012).</div>
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Quantify the benefits</h3>
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Despite numerous hurdles in providing data and making analysis founded on circulation figures or student attainment records, there is considerable value in documenting and providing evidence for practises – not the least that it supports budget requests.</div>
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Circulation records do not provide a complete record or necessarily correlate with reading because:</div>
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<li>Books may be read in library / class without being checked out</li>
<li>In affluent multi-cultural communities, students may have access to large personal libraries, including books in their mother tongue</li>
<li>Students may be borrowing books from the public library</li>
</ul>
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Despite this, circulation is still the best proxy for reading. The decentralised nature of the class libraries results in less control over book checkout. Even in the library, that has no exit barriers, at the end of 2014/5 academic year roughly 20% of returned books had not been checked out of the system. While this can be lauded as an indication of the high moral and ethical standards of the students, it does pose difficulties in creating any evidence based data on the actual impact of either separating part of the library or decentralising the collection to class libraries in terms of increases in circulation.</div>
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It is recommended that both current and longitudinal research be carried out to see if there is any correlation between increased access to text, the amount of reading / circulation and other objective measures of attainment such as the annual PISA or TIMS tests. This will take the initiative beyond transformative individual anecdotal stories to evidence based research. The CLEP (Classroom Literacy Environmental Profile) (McGill-franzen et al., 1999; Wolfersberger, Reutzel, Sudweeks, & Fawson, 2004) and more recently the TEX-IN3 (Hoffman, Sailors, Duffy, & Beretvas, 2004) tools have successfully been used in the evaluation of elementary school class libraries and could be adapted for the middle school environment.</div>
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The recent inclusion of informational (nonfiction) texts in both the middle school zone and the classroom libraries is also one worth further investigation. Whether the expansion of the collections has impacted on the space, the ability to choose, and the completion of summative assessments in the individual subjects can be investigated in the light of the existing literature on the matter (Hopenwasser & Noel, 2014; Ness, 2011; Sanacore & Palumbo, 2010; Young & Moss, 2006; Young, Moss, & Cornwell, 2007).</div>
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References</h1>
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Gogan, B., & Marcus, A. (2013). Lost in transliteracy - how to expand student learning across a variety of platforms. <em>Knowledge Quest</em>, <em>41</em>(5), 40–45.</div>
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Grisham, D. L., & Wolsey, T. D. (2006). Recentering the middle school classroom as a vibrant learning community: Students, literacy, and technology intersect. <em>Journal of Adolescent & Adult Literacy</em>, <em>49</em>(8), 648–660. http://doi.org/10.1598/JAAL.49.8.2</div>
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Todd, R. J., Gordon, C. A., & Lu, Y.-L. (2011). <em>One common goal: Student learning</em> (Report of Findings and Recommendations of the New Jersey School Library Survey Phase 2). New Jersey, USA: New Jersey Association of School Librarians. Retrieved from <a data-mce-href="http://www.njasl.info/wp-content/NJ_study/2011_Phase2Report.pdf" href="http://www.njasl.info/wp-content/NJ_study/2011_Phase2Report.pdf" target="_blank">http://www.njasl.info/wp-content/NJ_study/2011_Phase2Report.pdf</a></div>
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Williamson, K., Archibald, A., & McGregor, J. (2010). Shared vision: A key to successful collaboration? <em>School Libraries Worldwide</em>, <em>16</em>(2), 16–30. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=55415805&site=ehost-live</div>
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Wilson, G., & Randall, M. (2012). The implementation and evaluation of a new learning space: a pilot study. <em>Research in Learning Technology</em>, <em>20</em>(2), 1–17. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=86214889&site=ehost-live</div>
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Wolfersberger, M., Reutzel, D. R., Sudweeks, R., & Fawson, P. (2004). Developing and validating the Classroom Literacy Environmental Profile (CLEP): A tool for examining the “print richness” of early childhood and elementary classrooms. <em>Journal of Literacy Research</em>, <em>36</em>(2), 211–272. http://doi.org/10.1207/s15548430jlr3602_4</div>
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Worthy, J. (1996). Removing barriers to voluntary reading for reluctant readers: The role of school and classroom libraries. <em>Language Arts</em>, <em>73</em>(7), 483–492. Retrieved from http://search.proquest.com/docview/196851690?accountid=10344</div>
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Young, T. A., & Moss, B. (2006). Nonfiction in the classroom library: A literacy necessity. <em>Childhood Education</em>, <em>82</em>(4), 207–212. Retrieved from http://search.proquest.com/docview/210392168?accountid=10344</div>
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Young, T. A., Moss, B., & Cornwell, L. (2007). The classroom library: A place for nonfiction, nonfiction in its place. <em>Reading Horizons</em>, <em>48</em>(1), 1–18. Retrieved from http://search.proquest.com/docview/236486012?accountid=10344</div>
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-45752252153750593582015-09-20T12:35:00.000+08:002015-09-20T12:35:44.303+08:00Are we there yet? No ... and this is why - an appeal to database owners and academic libraries<div dir="ltr" style="text-align: left;" trbidi="on">
I'm about to write another assignment. This must be about my 40th serious assignment of over 2000 words requiring academic research, looking for good peer-reviewed studies, reading through 1000's of pages to try and distill exactly what is being said, whether it is of relevance (directly or tangentially), and once I'm finished that to pause and think and think and think and try to come up with some new insights, some different ways of applying the theory, some critiques that go beyond the obvious.<br />
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As I've written before, (<a href="http://thinkspace.csu.edu.au/informativeflights/2015/05/03/unfair-advantage/" target="_blank">unfair advantage</a>, <a href="http://informativeflights.blogspot.sg/2015/04/how-i-used-to-write.html" target="_blank">how I used to write</a>) the true work isn't in the procuring of the articles, it's in discerning their relevance, it's in rejection rather than reading.<br />
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So why am I, Anno Domino / Common Era 2015 STILL spending so much time on the library database doing silly work. Honestly, those who lead academic libraries and who run academic databases please tell me why this isn't easier, faster, more streamlined? Is it me? Am I doing something fundamentally wrong?<br />
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Right now I'm looking for good literature on "Classroom Libraries". I put in a federated search. At the same time, I search Google Scholar.... <a href="http://thinkspace.csu.edu.au/informativeflights/2015/09/20/are-we-there-yet-no-and-this-is-why-an-appeal-to-database-owners-and-academic-libraries/" target="_blank">(read more) </a></div>
deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-88643757305208108252015-09-07T20:59:00.002+08:002015-09-07T20:59:27.008+08:00Assessment Item 3: Literature Critique<div dir="ltr" style="text-align: left;" trbidi="on">
<h1 style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif;">
<strong>The challenges of the school library as an evolving learning space</strong></h1>
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Word Count: 2,630</div>
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<strong>Bibliographic details:</strong></h3>
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IDEO. (2014). Design thinking for libraries - a toolkit for patron-centered design (p. 121). IDEO, Bill & Melinda Gates Foundation. Retrieved from <a data-mce-href="http://www.designthinkingforlibraries.com" href="http://www.designthinkingforlibraries.com/">www.designthinkingforlibraries.com</a></div>
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Haycock, K. (2007). Collaboration: Critical success factors for student learning. <em>School Libraries Worldwide</em>, <em>13</em>(1), 25–35.</div>
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La Marca, S. (2008). Reading spaces (pp. 1–12). Presented at the 38th Annual Conference of the International Association of School Librarianship, Padua, Italy: International Association of School Librarianship. Retrieved from <a data-mce-href="http://www.kzneducation.gov.za/Portals/0/ELITS%20website%20Homepage/IASL%202008/professional%20papers/lamarcaspacespp.pdf" href="http://www.kzneducation.gov.za/Portals/0/ELITS%20website%20Homepage/IASL%202008/professional%20papers/lamarcaspacespp.pdf">http://www.kzneducation.gov.za/Portals/0/ELITS%20website%20Homepage/IASL%202008/professional%20papers/lamarcaspacespp.pdf</a></div>
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Lin, P., Chen, K., & Chang, S.-S. (2010). Before there was a place called library - Library space as an invisible factor affecting students’ learning. <em>Libri: International Journal of Libraries & Information Services</em>, 60(4), 339–351.</div>
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Oblinger, D., G. (2006). Learning how to see. In D. Oblinger G. (Ed.), <em>Learning Spaces</em> (pp. 14.1–14.11). Boulder, CO: Educause. Retrieved from www.educause.edu/learningspaces</div>
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Willis, J., Bland, D., Hughes, H., & Elliott-Burns, R. (2013). Reimagining school libraries: emerging teacher pedagogic practices. Presented at the International Conference of the Australian Association for Research in Education, Adelaide, South Australia. Retrieved from <a data-mce-href="http://eprints.qut.edu.au/66925/7/66925.pdf" href="http://eprints.qut.edu.au/66925/7/66925.pdf">http://eprints.qut.edu.au/66925/7/66925.pdf</a></div>
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Outline</h2>
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This essay will specifically focus on the libraries of educational institutions - in particular school libraries - their role in learning and the way in which design, design thinking and the design process can optimise student outcomes given the financial, physical and time constraints inherent to the school environment.... <a href="http://thinkspace.csu.edu.au/informativeflights/2015/09/07/assessment-item-3-literature-critique/" target="_blank">(read more)</a></div>
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-31480518924744685062015-08-07T17:26:00.000+08:002015-08-07T17:26:18.727+08:00INF536 Blog post 2: Observation Dog Walk<div dir="ltr" style="text-align: left;" trbidi="on">
I've just completed an observation task for INF536 - designing spaces for learning - <a href="http://thinkspace.csu.edu.au/informativeflights/2015/08/07/blog-2-observation-dog-walk/" target="_blank">you can find it here:</a><br />
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-29836661393525033542015-08-02T18:00:00.000+08:002015-08-03T17:22:04.636+08:00Why can't a library ...<div dir="ltr" style="text-align: left;" trbidi="on">
Be more like a store (<a href="https://www.blogger.com/www.youtube.com.sg/watch?v=Doz5w2W-jAY" target="_blank">with apologies to Frederick Loewe & Alan Jay Lerner</a>)?
And if it were a store, what kind of store would it be? Please don't say bookstore, because even though we <a href="http://moreintelligentlife.com/content/ideas/goodbye-bricks-and-mortar" target="_blank">apparently love them</a>, they're dying and going out of business. <a href="http://www.theguardian.com/books/2014/feb/21/independent-bookshops-campaign" target="_blank">Except for those that evolve</a> beyond books, earn the respect of customers, get into their communities, incorporate new ideas such as subscription services, “reading spas”, bibliotherapy, cafes, events and festivals with authors and celebrities (Butler, 2014).
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<h1>
</h1>
<h1>
The bookstore</h1>
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Yet many libraries are adopting the <a href="http://www.thelibrarianedge.com/libedge/2013/11/liberate-your-book-cupboards-and-create.html" target="_blank">bookstore model</a>, by <a href="http://www.clcd.com/blog/?p=186" target="_blank">genre-fying their collection</a>, ensuring that titles are front facing, having multiple copies of popular books (Day, 2013; Kindschy, 2015).
Even as many libraries have a huge online presence which they work hard at <a href="https://docs.google.com/presentation/d/17dkCJ7ECA3zouUGZ5gEjP4fKOA649Z5-9o9AdnpOsUI/pub?start=false&loop=false&delayms=3000" target="_blank">making visible</a> to their clients through a wide variety of means including signage, display, print-outs, screens, bookmarks, social media etc. people like David Weinberger, are still implying that libraries are missing a trick while <a href="http://www.newyorker.com/news/daily-comment/when-a-bookstore-closes-an-argument-ends" target="_blank">Gopnik laments </a>“By atomizing our experience to the point of alienation—or, at best, by creating substitutes for common experience (“you might also like…” lists, Twitter exchanges instead of face-to-face conversations)—we lose the common thread of civil life” (Gopnik, 2015).
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<h1>
</h1>
<h1>
The fashion store</h1>
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A few months ago, I had the most horrendous shopping experience - my son insisted that I accompanied him to an A&F store. <a href="http://www.shopify.com/blog/14193377-how-retailers-manipulate-sight-smell-and-sound-to-trigger-purchase-behavior-in-consumers" target="_blank">Only after reading this article do I "get"</a> why it was so awful. The whole point of the loud music and low lights is to keep the wrinkly parentals OUT of the store, not to entice them in. There are those who lament that as libraries become more inclusive, more multifunctional hybrid spaces they are going the same way – keeping out the very people who have the need for scholarly quiet space (<a href="http://www.salon.com/2013/01/31/bring_back_shushing_librarians/" target="_blank">Miller, 2013</a>; <a href="http://www.spiked-online.com/newsite/article/libraries_a_plea_from_a_silence_seeker/14317#.Vb2l6JOqqko" target="_blank">West, 2013</a>).
On the other end of the spectrum, one has the Burberry model (Bath, 2014; <a href="https://www.blogger.com/%20http://www.forbes.com/sites/scottdavis/2014/03/27/burberrys-blurred-lines-the-integrated-customer-experience/" target="_blank">Davis, 2014</a>; <a href="http://www.wired.co.uk/magazine/archive/2014/03/features/ecommerce-is-history" target="_blank">Williams, 2014</a>). Where there is seamless integration between the online and offline experience, which may go some of the way in addressing Weinberger’s concerns. What we are looking for is the <a href="http://wallblog.co.uk/2014/05/16/the-burberry-model-why-blending-online-and-offline-boosts-success/" target="_blank">omnichannel </a>“an experience that takes consumers from their current channel of choice and seamlessly chaperones them within an uninterrupted brand experience through digital and physical worlds without the customer being consciously aware or concerned about where one channel started and the other finished” (Bath, 2014, para. 8).
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<h1>
</h1>
<h1>
The Grocery Store / kitchen</h1>
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Joyce Valenza also uses a store metaphor “We need to stop thinking of the library as a grocery store a place to get stuff and start thinking of it as a kitchen a place to make stuff” (cited in Johnson, 2013). Further in the same article, referring to the mission of libraries, Johnson states “The library's resources have changed, but not its mission: teaching people to effectively access information to meet their needs. The emphasis has shifted from teaching learners how to find and organize information to teaching them how to evaluate and use information” (2013, p. 85)
Strolling through Ikea yesterday on a mission to have a look at the design elements for a different assignment, I suddenly realised it had many elements and features that could be incorporated into a library.
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<h1>
</h1>
<h1>
Ikea</h1>
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A couple of things <a href="http://www.express.co.uk/life-style/life/560828/Ikea-history-Swedish-furniture-design" target="_blank">work in the Ikea model:</a>
<br />
<ul>
<li>It’s practically impossible to leave without buying something</li>
<li>Your route is determined by the store layout</li>
<li>Clear signage and explanations</li>
<li>The incorporation of demo-rooms and demo-apartments shows you how you can use what the store can offer – visualizing and envisaging</li>
<li>A price point where decision making is easy (Carlyle, 2015)</li>
<li>Few of the products are “ready to use” without customer engagement (assembly)</li>
<li><a href="http://www.ikea.com/ms/en_GB/img/site_images/about_ikea/PDF/What%20goes%20on%20behind%20closed%20doors_Report_Spreads.pdf" target="_blank">Trends of users and society are researched and analyzed</a> (IKEA, 2012)</li>
<li>Extreme users can hack the basics and go beyond to create to meet their own needs – and share their experience / learning with others (IKEAHackers.net, 2014; <a href="http://99percentinvisible.org/episode/hacking-ikea/" target="_blank">Mars, 2014</a>; McGauley, 2015).</li>
</ul>
<br />
One of the things that struck me yesterday was that in addition to the traditional layout idea of “bedroom, living room, kitchen, bathroom” the signage in the demo-apartments referred to “solutions” as in “kitchen solutions, media solutions and sleeping solutions”, which is somewhat contradictory to the trends identified in the report by IKEA, that indicated a move towards hybrid functional spaces defined more by whether people wanted solitude or company than by their traditional function (IKEA, 2012).
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<br />
<table border="1" cellspacing="5" style="width: 100%;">
<tbody>
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<td><a href="http://thinkspace.csu.edu.au/informativeflights/files/2015/08/IMG_0438-z9am40.jpg"><img alt="IMG_0438" class="wp-image-302 size-medium" src="http://thinkspace.csu.edu.au/informativeflights/files/2015/08/IMG_0438-z9am40-300x225.jpg" height="225" width="300" /></a><br />
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Full demo-apartment</td>
<td><a href="http://thinkspace.csu.edu.au/informativeflights/files/2015/08/IMG_0432-1fi9gz8.jpg"><img alt="IMG_0432" class="wp-image-304 size-medium" src="http://thinkspace.csu.edu.au/informativeflights/files/2015/08/IMG_0432-1fi9gz8-300x225.jpg" height="225" width="300" /></a><br />
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Floor plan</td>
</tr>
<tr>
<td><a href="http://thinkspace.csu.edu.au/informativeflights/files/2015/08/IMG_0434-2hg706d.jpg"><img alt="IMG_0434" class="wp-image-306 size-medium" src="http://thinkspace.csu.edu.au/informativeflights/files/2015/08/IMG_0434-2hg706d-300x225.jpg" height="225" width="300" /></a><br />
<br />
Solution spaces configuration 1</td>
<td><a href="http://thinkspace.csu.edu.au/informativeflights/files/2015/08/IMG_0433-1e0kscs.jpg"><img alt="IMG_0433" class="wp-image-305 size-medium" src="http://thinkspace.csu.edu.au/informativeflights/files/2015/08/IMG_0433-1e0kscs-300x225.jpg" height="225" width="300" /></a><br />
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Solution spaces configuration 2</td>
</tr>
<tr>
<td><a href="http://thinkspace.csu.edu.au/informativeflights/files/2015/08/IMG_0439-teaf4c.jpg"><img alt="IMG_0439" class="wp-image-303 size-medium" src="http://thinkspace.csu.edu.au/informativeflights/files/2015/08/IMG_0439-teaf4c-300x225.jpg" height="225" width="300" /></a><br />
<br />
Clear signage and explanations</td>
<td><a href="http://thinkspace.csu.edu.au/informativeflights/files/2015/08/IMG_0457-1mkp3au.jpg"><img alt="IMG_0457" class="wp-image-307 size-medium" src="http://thinkspace.csu.edu.au/informativeflights/files/2015/08/IMG_0457-1mkp3au-300x225.jpg" height="225" width="300" /></a><br />
<br />
Instructions for self-packaging</td>
</tr>
</tbody>
</table>
<br />
<br />
But I like the idea of “solution” spaces. Especially for a library. It fits in a bit with the “<a href="http://bit.ly/designkmlib" target="_blank">campfire / watering hole / cave</a>” ideas of Thornburg (2007) but I don’t think that goes far enough in providing users solutions for their learning needs. Yes it does allow for a variation in pace and intensity and communal versus individual effort, and facilitates knowledge gathering through listening, collaboration or research but are these solution spaces? I’d argue they aren’t. That’s not to say we haven’t by accident or design created solution spaces in the library. Thinking to the user needs in the secondary library where I worked:
<br />
<br />
<ul>
<li>Finding books to read for pleasure at the right interest / ability level</li>
<li>Hanging out with friends in an air-conditioned space (we live in the tropics!)</li>
<li>Having a "third space" that wasn't home or classroom</li>
<li>Playing games (on-line and physical)</li>
<li>Lounging around reading dip-in dip-out books such as comics, graphic novels and poetry</li>
<li>Mother tongue resources</li>
<li>Resources – physical and online for school units or assignments</li>
<li>Resources – physical and online for personal questions or interests</li>
<li>Information literacy / literacy assistance for completing assignments to a high standard including academic honesty and scholarly value added.</li>
<li>? more that I’ve not thought of at the moment.</li>
</ul>
<br />
With respect to the library space, I think we met most of the needs in a <a href="https://en.wikipedia.org/wiki/Satisficing">satisficing</a> way given the constraints of space, resources and person-power. But I’d argue that if we were to combine the concepts of the omnichannel with solution spaces after careful observation and involvement of our users we could go so much further. Perhaps our library guides should have “hacking your grade 7 middle ages assignment” or “hacking citations”? Perhaps we should have a research zone where online and offline is <a href="http://www.forbes.com/sites/scottdavis/2014/03/27/burberrys-blurred-lines-the-integrated-customer-experience/" target="_blank">seamlessly integrated </a>with signage and demo-products? <br />
<em><strong><br /></strong></em>
<em><strong><br /></strong></em>
<em><strong>These thoughts are in their infancy for me, somewhat half-formed and not "quite there" and I’d appreciate further comments and ideas and examples of where you’ve done this.</strong></em>
<br />
<em><strong><br /></strong></em>
<br />
<h1>
References:</h1>
Bath, O. (2014, May 16). The Burberry model: why blending online and offline boosts success [Web Log]. Retrieved August 2, 2015, from http://wallblog.co.uk/2014/05/16/the-burberry-model-why-blending-online-and-offline-boosts-success/<br />
<br />
Butler, S. (2014, February 21). Independent bookshops in decline as buying habits change [Newspaper]. Retrieved July 26, 2015, from http://www.theguardian.com/books/2014/feb/21/independent-bookshops-campaign<br />
<br />
Carlyle, R. (2015, May 1). The secret of Ikea’s success [Newspaper]. Retrieved August 2, 2015, from http://www.express.co.uk/life-style/life/560828/Ikea-history-Swedish-furniture-design<br />
<br />
Davis, S. (2014, March 27). Burberry’s Blurred Lines: The Integrated Customer Experience [Newspaper]. Retrieved August 2, 2015, from http://www.forbes.com/sites/scottdavis/2014/03/27/burberrys-blurred-lines-the-integrated-customer-experience/
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Day, K. (2013, November). Liberate your book cupboards and create a more true “bookstore” model in your school library? [Web Log]. Retrieved July 26, 2015, from http://www.thelibrarianedge.com/libedge/2013/11/liberate-your-book-cupboards-and-create.html</div>
</div>
<br />
Gopnik, A. (2015, June 12). When a Bookstore Closes, an Argument Ends - The New Yorker [Newspaper]. Retrieved July 26, 2015, from http://www.newyorker.com/news/daily-comment/when-a-bookstore-closes-an-argument-ends<br />
<br />
IKEA. (2012). <em>What goes on behind closed doors - Life at home in the UK</em> (p. 23). United Kingdom. Retrieved from http://www.ikea.com/ms/en_GB/img/site_images/about_ikea/PDF/What%20goes%20on%20behind%20closed%20doors_Report_Spreads.pdf
IKEAHackers.net. (2014).<br />
<br />
IKEA Hackers - Clever ideas and hacks for your IKEA. Retrieved August 2, 2015, from http://www.ikeahackers.net/
Johnson, D. (2013). Power Up! The New School Library. <em>Educational Leadership</em>, <em>71</em>(2), 84–85. Retrieved from http://www.ascd.org/publications/educational-leadership/oct13/vol71/num02/The-New-School-Library.aspx
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<div class="csl-bib-body">
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deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0tag:blogger.com,1999:blog-4513090644994549393.post-67641324009205627412015-07-26T20:20:00.000+08:002015-07-26T20:20:15.094+08:00Designed for a purpose<div dir="ltr" style="text-align: left;" trbidi="on">
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<strong><em>On one day this week, spend 30 minutes on your way to work, at the gym or in a restaurant, taking care to observe, and note in a sketchpad, everything that you think has been designed for a purpose, without which the journey, gym or restaurant experience would be more difficult, or less pleasant. Has anything been designed for one purpose but harnessed for another?</em></strong></div>
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Since I'm still on holiday, I considered the area I'm in at the moment. Vevey is located on Lac Leman in the southern part of Switzerland. It is home to Nestlé, where about 6,000 of its employees work in a beautiful building on the lake.</div>
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When we're here in the summer we often come down to the lake to picnic in the park and s to take out the paddle boats or swim in the lake, and in the evenings I notice the employees coming out of the office and decided to document the 'design' experience of their commute home or to have fun next to the lake after work.</div>
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<strong>Commuting options:</strong></div>
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Straight outside the office complex their is a funicular which takes one up the hill into the <a href="http://www.myswitzerland.com/en-ch/lavaux-vineyard-terraces-the-swiss-wine-route.html" target="_blank">Lavaux</a> where one can hike or walk or bike for hours. There is also a <a href="http://www.sbb.ch/en/station-services/car-bike/hire-or-borrow/rent-a-bike.html" target="_blank">"freecycle" stand</a> with bicycles that can be taken and used and returned at another spot. The trolley bus line passes by which links to the train station with 2 trains per hour with a commute of 1 hour to Geneva (the closest big airport), or 30 minutes to Lausanne.</div>
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A lovely pedestrian promenade along the lake which is extremely well maintained with lovely flowers.</div>
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A great design "nudge" was the display in the bus which said (translated from French) "90% of your fellow passengers have paid their fare". In addition, during the <a href="http://www.montreuxjazz.com/" target="_blank">Montreux Jazz festival </a>(which has just finished), the bus has extended hours and provides free trips to Montreux to prevent the use of passenger cars with the resulting congestion and parking problems.</div>
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<a href="http://thinkspace.csu.edu.au/informativeflights/files/2015/07/Vevey-promenade.pages-28eoqbz.png"><img alt="Vevey promenade" class="wp-image-283 size-large" src="http://thinkspace.csu.edu.au/informativeflights/files/2015/07/Vevey-promenade.pages-28eoqbz-1024x724.png" height="453" width="640" /></a> Images: Nadine Bailey, Map - Vevey Tourist office<br />
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<strong>Recreation options:</strong></div>
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It seems like many people leave work on time (around 5pm) and since it's still light until about 9.30pm they'll stop by the park and bathing areas and meet their partners and children there and have a picnic dinner or BBQ on small portable stands. The whole area transforms into a space of families after 5pm. The best form of design "repurposing" are the fountains. Unlike in most parts of the world where putting body parts into the decorative fountains is strictly prohibited, here it seems to be encouraged, and all 3 of the fountains are repurposed as bathing areas for the little ones for whom the lake would be too cold or too deep (see images 1-3 above).</div>
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When I walked past on Tuesday, the <a href="http://biblio.vevey.ch/" target="_blank">local library </a>had brought along their van with a pop-up library with books for kids in a cute little trolley and chairs to curl up into - and of course a friendly librarian to help with your choice.</div>
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<td><a href="http://thinkspace.csu.edu.au/informativeflights/files/2015/07/IMG_0623-1t317rj.jpg"><img alt="IMG_0623" class="alignleft size-medium wp-image-284" src="http://thinkspace.csu.edu.au/informativeflights/files/2015/07/IMG_0623-1t317rj-300x225.jpg" height="225" width="300" /></a></td>
<td><a href="http://thinkspace.csu.edu.au/informativeflights/files/2015/07/IMG_0624-yj19df.jpg"><img alt="IMG_0624" class="alignleft size-medium wp-image-285" src="http://thinkspace.csu.edu.au/informativeflights/files/2015/07/IMG_0624-yj19df-300x225.jpg" height="225" width="300" /></a></td>
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<td><a href="http://thinkspace.csu.edu.au/informativeflights/files/2015/07/IMG_0626-1day2g5.jpg"><img alt="IMG_0626" class="alignleft size-medium wp-image-287" src="http://thinkspace.csu.edu.au/informativeflights/files/2015/07/IMG_0626-1day2g5-300x225.jpg" height="225" width="300" /></a></td>
<td><a href="http://thinkspace.csu.edu.au/informativeflights/files/2015/07/IMG_0625-vfwk3u.jpg"><img alt="IMG_0625" class="alignleft size-medium wp-image-286" src="http://thinkspace.csu.edu.au/informativeflights/files/2015/07/IMG_0625-vfwk3u-300x225.jpg" height="225" width="300" /></a></td>
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<em>Images: Nadine Bailey</em><br />
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The community also provides free wifi - albeit at not a very fast bandwidth. <br />
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<strong>Aesthetics</strong><br />
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The whole area is surrounded by beauty both in nature, but also in the man-made and maintained flowerbeds and the placement of sculpture - including the wonderful kinetic sculptures of <a href="http://www.morgan-art.ch/atelier_1" target="_blank">Charles Morgan</a>, who is a local inhabitant.
In conclusion, this environment definitely reflects the words of <a href="http://www.ted.com/talks/tim_brown_urges_designers_to_think_big?language=en" target="_blank">Tim Brown in his TED talk</a> in that it makes life easier, more enjoyable with an understanding of culture and context and where a focus on the systems (such as public transport) have a bigger impact on the society as a whole.</div>
deschatjeshttp://www.blogger.com/profile/14559922937578240784noreply@blogger.com0