MLC : 8.45 - 6/12/05
I sit quietly with my coffee,
(Flat white, $3.00, Muffin Break.)
Watching, listening, smelling.
An animated girl, openfaced, long dark-blond hair uninhibited, twenty-four or so, is talking, laughing, joking with her friend -- I cannot hear her; they're too far away.
I hear a youthfully pompous, self-important, 'laying-down-the-law jargoning' of some management mantras in an 'I'm-trying-to-impress-you' voice. It grates behind my left shoulder. It intrudes.
Two police meander through the hall; unobtrusively noting everything and everyone; relaxed, friendly, approachable; their fluorescent yellow caps delineating their progress.
A woman and a man sip their lattes, appearing to be trying to impress each other. Too animated and unsure to be married; too intimate to have just met; too separate to be lovers -- yet.
The smells of coffees pervade all, mixed with mild garlic, toast . . . I guess the mix of food, drink, disinfectant, herbs, spices, people, . . . sweet, sour, fresh, stale, . . . a food-court smell.
Ambient noise of chairs scraping on tiles, laughter, clattering utinsils, chatter, registers, orders-now-prepared called out, discussions and of muted air-conditioning; presses, threatens, almost crushes me . . . tinitus!
The cleaning lady smiles guardedly back at when I smile at her, averts her eyes and continues about her business. She is efficient, measured, continuous. I admire her.
The elderly couple at the next table glance over and look as though they are wondering what I am doing. He is old -- almost or about my age -- (Irealise, fleetingly, my own mortality) -- battered, grey leather hat, sunglasses, grey-white/white-grey beard, shorts, socks, sneakers, blue-grey T-shirt. He looks relaxed. They look comfortable. They've been together now for more than half their lives. She looks haggard, tired, weary. She leaves to get another coffee or perhaps just to refresh herself. They are no longer interested in what I do -- if they ever were.
The young woman catches, once again, my eye. She is still as animated. Her expressions and her movements constantly changing, open, enthused, bubbling. I envy her her youth. They stand, she and her companion. She is taller than I'd thought. They hug -- the hug of friends departing or greeting.
The voice behind me has said that he must,". . . complete and implement his time-line; and now has left.
The elderly couple have also gone. I missed their going.
The hall is emptying rapidly.
The cleaning lady has been relieved by her non-identical clone.
The breakfast crowd has now dispersed.
A pigeon, just flown in through the gap, now scavenges the crumbs . . . it has just passed under my table. It looks at me as if to say,"Why do you find this interesting? It's part of my every-day." Then bobs a crumb and stutteringly struts away.
I hear some children.
The city moves along.
My coffee has grown cold.
noel
Sunday, March 29, 2009
Saturday, March 28, 2009
Thoughts from a public bus
SITUATION
I'm in Darwin.
Not happily - my Mum's in a very bad way. She's 91 this year and suffering from Alzhiemers. She had a fall a couple of weeks ago, broke her leg up near the top and won't eat or drink in hospital. I've been here for a few days now and return to Sydney Monday.
It's still school term time in NT - as it is elsewhere in Australia according to my Credit Union Diary; yet I see an inordinate number of school age children - both primary and secondary - who are not in school but are rather wandering around with their parents - predominantly mothers.
WHY
The only reason I can imagine is that both parents and children see no relevence in education.
I'm wondering if, in our poly-cultural society, we focus to intently on a mono-cultural education. And! - that mono-culture is Anglo-Celtic based upon the perceived values of a middle-class, Victorian-era, American-influenced, archaic concept of what is necessary for success in our "modern society": and, indeed, upon our shallow and materialistic view of what is success.
I agree that children need to be prepared in such a way as to be able to cope with a global social environment. Consequently the educational paradigm that currently drives the curricula of modern, advanced nations - and consequently of less advanced nations attempting to 'catch up'. Indeed this is so true that some national policies may actually follow the exact opposite in order not to be "Westernised". This is the same thing and even more narrow as the motivation is a negative one.
SO
I would suggest, however, that this generic, acuturational study should make up only a portion of the full curriculum.
Also important should be a development of knowledge, skills and understanding in one's 'Mother Culture' - this should be seen and accepted as being as important as the generic, aculturational education we currently provide.
Equally an awareness of the unique qualities of disparate cultures should be a significant portion of the education provided: else how can we expect children to grow up with an appreciation of and tolerance towards others?
Yes - "readin', ritin', an rithmtic" are vitally important: but are they more important than tolerance, compassion and acceptance?
RAMIFICATIONS
Because of this, our library collections should reflect the diversity of culture, opinion, belief and tradition of our school population, our local community, our countries multi-culturalism and our world's exciting diversity 'uniform multiplicity'.
We need to look at and take advice on printed, audio, visual and electronic texts reflecting languages other than English - and make them readily available to all sxtudents.
We should be collaborating with classroom teachers (Oh Utopia!) in researching across language lines and in creating research-based learning Units of Work that take this variety into consideration.
We need to encourage students to revel in the uniqueness of their 'Mother Culture' as well as discuss seriously the similarities and differences between their own and other's cultures.
CONCLUSION
Unfortunately, this comes at a price.
For all but a select and very lucky few of us, School Librarians are far too often sidelined, treated as a teacher's aide, or at best as a support for the teacher, or worse still, unintentionally (I hope) ignored.
Librarians need to be proactive.
I think it's too early (or possibly, too late) for most of us to ask teachers to collaborate in preparing Units or even individual lessons. We need to prepare possibilities - prefferably specific to a particular 'class/topic/time', but more likely rather generic: rather like a check list or scaffold that will act as a prod to the bovine teacher trudging in the hoofsteps of the previous beast towards an ultimately unknown destination with only the vague awareness that all cattle have gone here before so it must be ok.
A bit cruel - but I enjoyed making it up!
Any thoughts? I should expect some vitriolic rejoinders!!
noel
I'm in Darwin.
Not happily - my Mum's in a very bad way. She's 91 this year and suffering from Alzhiemers. She had a fall a couple of weeks ago, broke her leg up near the top and won't eat or drink in hospital. I've been here for a few days now and return to Sydney Monday.
It's still school term time in NT - as it is elsewhere in Australia according to my Credit Union Diary; yet I see an inordinate number of school age children - both primary and secondary - who are not in school but are rather wandering around with their parents - predominantly mothers.
WHY
The only reason I can imagine is that both parents and children see no relevence in education.
I'm wondering if, in our poly-cultural society, we focus to intently on a mono-cultural education. And! - that mono-culture is Anglo-Celtic based upon the perceived values of a middle-class, Victorian-era, American-influenced, archaic concept of what is necessary for success in our "modern society": and, indeed, upon our shallow and materialistic view of what is success.
I agree that children need to be prepared in such a way as to be able to cope with a global social environment. Consequently the educational paradigm that currently drives the curricula of modern, advanced nations - and consequently of less advanced nations attempting to 'catch up'. Indeed this is so true that some national policies may actually follow the exact opposite in order not to be "Westernised". This is the same thing and even more narrow as the motivation is a negative one.
SO
I would suggest, however, that this generic, acuturational study should make up only a portion of the full curriculum.
Also important should be a development of knowledge, skills and understanding in one's 'Mother Culture' - this should be seen and accepted as being as important as the generic, aculturational education we currently provide.
Equally an awareness of the unique qualities of disparate cultures should be a significant portion of the education provided: else how can we expect children to grow up with an appreciation of and tolerance towards others?
Yes - "readin', ritin', an rithmtic" are vitally important: but are they more important than tolerance, compassion and acceptance?
RAMIFICATIONS
Because of this, our library collections should reflect the diversity of culture, opinion, belief and tradition of our school population, our local community, our countries multi-culturalism and our world's exciting diversity 'uniform multiplicity'.
We need to look at and take advice on printed, audio, visual and electronic texts reflecting languages other than English - and make them readily available to all sxtudents.
We should be collaborating with classroom teachers (Oh Utopia!) in researching across language lines and in creating research-based learning Units of Work that take this variety into consideration.
We need to encourage students to revel in the uniqueness of their 'Mother Culture' as well as discuss seriously the similarities and differences between their own and other's cultures.
CONCLUSION
Unfortunately, this comes at a price.
For all but a select and very lucky few of us, School Librarians are far too often sidelined, treated as a teacher's aide, or at best as a support for the teacher, or worse still, unintentionally (I hope) ignored.
Librarians need to be proactive.
I think it's too early (or possibly, too late) for most of us to ask teachers to collaborate in preparing Units or even individual lessons. We need to prepare possibilities - prefferably specific to a particular 'class/topic/time', but more likely rather generic: rather like a check list or scaffold that will act as a prod to the bovine teacher trudging in the hoofsteps of the previous beast towards an ultimately unknown destination with only the vague awareness that all cattle have gone here before so it must be ok.
A bit cruel - but I enjoyed making it up!
Any thoughts? I should expect some vitriolic rejoinders!!
noel
Sunday, March 22, 2009
ERA et.al.
Attempting to sign up for ASLA Conference in Perth and found that National Library seem to umbrella a site called Electronic Resources Australia (ERA).
Will have to look more intently into this and get my school subscribing - after I tout it around some key and/or receptive staff to create some interest in usage.
Of course, that's what I'm currently trying to do, with virtually imperceptible success of any kind, in reference to researched-based learning and collaborative program preparation.
Will have to look more intently into this and get my school subscribing - after I tout it around some key and/or receptive staff to create some interest in usage.
Of course, that's what I'm currently trying to do, with virtually imperceptible success of any kind, in reference to researched-based learning and collaborative program preparation.
Saturday, March 21, 2009
Oh */@*!!% !
Just recieved my copy of Kennedy yesterday. There seemed to be some massive holdup on them at Bathurst coop. Started reading straight away.
I'm really, initially, interested in the semantic distinctions between "collection development" and "collection management" - not so much that there could be a 'synonymity' [sic. neologism?] which I can understand though not agree with but that management could be seen by some to be a sub-set of development rather than the other way around. Because of this, I'm toying with the idea of referring to my "Library Collection Development & Management Policy.
I think that we will need to weed, in schools, our non-fiction and reference print to the barest bones as they become irrelevant and/or unusable. Replacement should then be with virtual formats through subscription to internet access as a first preference and CDROM as alternative. Print ( as in paper) format will still need to be retained and maintained as a quicker, more readily attainable resource, especially useful for either checking on-line information or initial background to inform search and research.
Fiction, on the other hand is more comfortably related to in paper form with its sensuous texture, smell and humanity. Our fiction shelves, then need to be be in a relatively constant state of revision, renewal and rejuvenation. As a consequence, we need to SELL fiction to our clients.
Where else can you learn about appropriate and inappropriate response to experience?
Where else can you learn about influences and temptations that impinge upon us as people?
Where else can you learn about relationships with others and acceptable ways of dealing with them?
Where else can you see 'right' and 'wrong' and be able to determine which is which?
Where else can you find a bloody good story?
Where else can you experience a fantasy world of your own construct and not constructed for you by others with different concepts and percepts?
Basically - where else can you capture a more vivid and satisfying awareness of that 'great movie' you went and saw last summer?
I'll leave GenNext to next time
Noel
I'm really, initially, interested in the semantic distinctions between "collection development" and "collection management" - not so much that there could be a 'synonymity' [sic. neologism?] which I can understand though not agree with but that management could be seen by some to be a sub-set of development rather than the other way around. Because of this, I'm toying with the idea of referring to my "Library Collection Development & Management Policy.
I think that we will need to weed, in schools, our non-fiction and reference print to the barest bones as they become irrelevant and/or unusable. Replacement should then be with virtual formats through subscription to internet access as a first preference and CDROM as alternative. Print ( as in paper) format will still need to be retained and maintained as a quicker, more readily attainable resource, especially useful for either checking on-line information or initial background to inform search and research.
Fiction, on the other hand is more comfortably related to in paper form with its sensuous texture, smell and humanity. Our fiction shelves, then need to be be in a relatively constant state of revision, renewal and rejuvenation. As a consequence, we need to SELL fiction to our clients.
Where else can you learn about appropriate and inappropriate response to experience?
Where else can you learn about influences and temptations that impinge upon us as people?
Where else can you learn about relationships with others and acceptable ways of dealing with them?
Where else can you see 'right' and 'wrong' and be able to determine which is which?
Where else can you find a bloody good story?
Where else can you experience a fantasy world of your own construct and not constructed for you by others with different concepts and percepts?
Basically - where else can you capture a more vivid and satisfying awareness of that 'great movie' you went and saw last summer?
I'll leave GenNext to next time
Noel
Thursday, March 19, 2009
Oh WoW!!!
I've just been loking at some of the blogs created by the 401 students - 'megagrouse'!! [now that's a combination of 'pre-baby-boomer' and 'GenNext' slang.
They're great. Puts my little inconsequentialities in their rightfully insignificant place.
I haven't posted much and nothing of any import or thoughtfulness as I've had the problem of being able to open the blog - BUT - having not the slightest idea of how to open a place for a new post. I think I've worked that out now.
Enough for now.
I hope that my next post will be sooner rather than later and cogent rather than garbage.
Noel
They're great. Puts my little inconsequentialities in their rightfully insignificant place.
I haven't posted much and nothing of any import or thoughtfulness as I've had the problem of being able to open the blog - BUT - having not the slightest idea of how to open a place for a new post. I think I've worked that out now.
Enough for now.
I hope that my next post will be sooner rather than later and cogent rather than garbage.
Noel
Sunday, March 8, 2009
It's been a while since I posted - SHAME!! been spending far too much time procrastinating, watching garbage TV, playing Free Cell, reading Forums, etc and not enough time actually ruminating on what I should have.
Well here's tonight - hope I can keep it up.
ETL401
Thoughts so far are that the constructivist teaching being advocated with research-based learning is really what we've all been trying to do, more or less, for our entire teaching lives. Of course we didn't have the jargon or the buzz-words, but we've always been aware that if a child could find out for his or herself, then the learning process would have been so much more effective and effecient in the long term. We've had to juggle that with political and popularist concepts of "what the kids should KNOW" pressuring us to achieve imperically measured results at 'tests' that often have very little to do with good pedagogy.
So - the problem?
We know what should happen but the population as a whole - particularly as told what to think by the sensationalist, gutter, tabloid press - want results! - but results that they do not have to think about or analyse - results that tell them so that they can passively accept it, that this child came first, that that child came last, their child came in the middle and, "Ya shoulda made sure that Johnny got better marks and came near the top - what sorta tescha are ya anyway? Uhh?"
What do we need to do?
Obviously collaborative planning and preparation of units and learning is the answer. Collaborative teams should include all teachers presenting the unit along with any necessary support teachers/personel depending upon the makeup of the classes involved but also the Teacher/Librarian whose role as the resourse advisor ideally positions them to aid in the structure of the learning process ( and in the process also allows them better to move towards the ideal of the Collaborative Access Environment which will make our libraries/resource centres far more relevent in the 21st century.
It does mean that the Teacher Librarian/Information Specialist (NB preferable to Media Specialist) needs to be prepared for any planning meeting by searching out appropriate and accessible (in this "Blocked Site" environment) electronic, digital, print, audio, graphic, etc resources.
What are the implications of this?
Primary Librarians need to be supported in attempting not to be seen as acheap and convenient tool to provide RRF. Secondary school Teacher/Librarians need to break down the apathy and 'sidelining' of "the library" as a convenient place to take the kids when you have to catch up on exam marking to send down a hastily thrown together 'book box about Indigenous Australians with no guidance as to what about Indigenous Australians is to be discussed.
This probably requires, initially, Teacher/Librarians to sacrifice themselves in order to demonstrate to busy, stressed, inwardly-looking classroom teachers that they can provide them with text, in a variety of modes and genres, that can help the students learn. Also that they have suggestions of possible ways of encouraging and enthusing the students to undertake the reaseach which will have them achieve the desired outcomes with less stress and more empowerment.
So HOW!!
Principals, executive and other powers that be within the school community need really to be brought on side.
Librarians are by popular and received, cliched tradition, retiring, non-pushy people. This is not the reality but the perception and is, of course, such a generalisation that it retains no validity - EXCEPT IN THE MIND OF OTHERS.
Librarians need to show and promote their product to the school community.
And what is the product?
1. A Teacher/Librarian is a Teacher/Librarian; not a Librarian/Teacher. We are primarily and initially teachers. On the whole we are competent, effective and experienced teachers - then we are Librarians.
We have the teaching skills which allows us to discuss pedagogy an an equal level with the classroom teacher - I would maintain at a higher level as we are currently observing, from a position of knowledge, experience and empathy whilst the classroom teacher is also wrapped up in the day to day function of the classroom.
2. We have the technical skills and networks that helps us to track down and access the resources that may be of use in the classroom.
3. We have, no matter what we think, the time to undertake this as we are not constantly on tenterhooks about what Johnny (remember him and his mum from "So - the problem") seems to be thinking of doing to Sandra's hair.
4. We know what's there and how to get it.
5. Most importantly, we can guide students nore effectively through research strategy, ethical considerations and the reflective process - for the same reasons as #3. above
Well here's tonight - hope I can keep it up.
ETL401
Thoughts so far are that the constructivist teaching being advocated with research-based learning is really what we've all been trying to do, more or less, for our entire teaching lives. Of course we didn't have the jargon or the buzz-words, but we've always been aware that if a child could find out for his or herself, then the learning process would have been so much more effective and effecient in the long term. We've had to juggle that with political and popularist concepts of "what the kids should KNOW" pressuring us to achieve imperically measured results at 'tests' that often have very little to do with good pedagogy.
So - the problem?
We know what should happen but the population as a whole - particularly as told what to think by the sensationalist, gutter, tabloid press - want results! - but results that they do not have to think about or analyse - results that tell them so that they can passively accept it, that this child came first, that that child came last, their child came in the middle and, "Ya shoulda made sure that Johnny got better marks and came near the top - what sorta tescha are ya anyway? Uhh?"
What do we need to do?
Obviously collaborative planning and preparation of units and learning is the answer. Collaborative teams should include all teachers presenting the unit along with any necessary support teachers/personel depending upon the makeup of the classes involved but also the Teacher/Librarian whose role as the resourse advisor ideally positions them to aid in the structure of the learning process ( and in the process also allows them better to move towards the ideal of the Collaborative Access Environment which will make our libraries/resource centres far more relevent in the 21st century.
It does mean that the Teacher Librarian/Information Specialist (NB preferable to Media Specialist) needs to be prepared for any planning meeting by searching out appropriate and accessible (in this "Blocked Site" environment) electronic, digital, print, audio, graphic, etc resources.
What are the implications of this?
Primary Librarians need to be supported in attempting not to be seen as acheap and convenient tool to provide RRF. Secondary school Teacher/Librarians need to break down the apathy and 'sidelining' of "the library" as a convenient place to take the kids when you have to catch up on exam marking to send down a hastily thrown together 'book box about Indigenous Australians with no guidance as to what about Indigenous Australians is to be discussed.
This probably requires, initially, Teacher/Librarians to sacrifice themselves in order to demonstrate to busy, stressed, inwardly-looking classroom teachers that they can provide them with text, in a variety of modes and genres, that can help the students learn. Also that they have suggestions of possible ways of encouraging and enthusing the students to undertake the reaseach which will have them achieve the desired outcomes with less stress and more empowerment.
So HOW!!
Principals, executive and other powers that be within the school community need really to be brought on side.
Librarians are by popular and received, cliched tradition, retiring, non-pushy people. This is not the reality but the perception and is, of course, such a generalisation that it retains no validity - EXCEPT IN THE MIND OF OTHERS.
Librarians need to show and promote their product to the school community.
And what is the product?
1. A Teacher/Librarian is a Teacher/Librarian; not a Librarian/Teacher. We are primarily and initially teachers. On the whole we are competent, effective and experienced teachers - then we are Librarians.
We have the teaching skills which allows us to discuss pedagogy an an equal level with the classroom teacher - I would maintain at a higher level as we are currently observing, from a position of knowledge, experience and empathy whilst the classroom teacher is also wrapped up in the day to day function of the classroom.
2. We have the technical skills and networks that helps us to track down and access the resources that may be of use in the classroom.
3. We have, no matter what we think, the time to undertake this as we are not constantly on tenterhooks about what Johnny (remember him and his mum from "So - the problem") seems to be thinking of doing to Sandra's hair.
4. We know what's there and how to get it.
5. Most importantly, we can guide students nore effectively through research strategy, ethical considerations and the reflective process - for the same reasons as #3. above
Tuesday, March 3, 2009
ETL401
Tried getting onto twitter.com today. Found it without any trouble but didn't have time to explore it and do much. Only set up and put in two people to follow - haven't had time actually to 'follow' either of them yet. Next step is to find people NOT in my contacts list who may be interesting to follow.
I heard Adam Spencer this morning say that ABC 702 local personal have been asked to set up twitter sites.
Found that none of our Year 12 UAI students knew about twitter - but then they didn't know about wikis (they knew Wikipedea of course) and few knew about or had blogs; there were also a disappointing number who were facebook, etc sites.
Tried getting onto twitter.com today. Found it without any trouble but didn't have time to explore it and do much. Only set up and put in two people to follow - haven't had time actually to 'follow' either of them yet. Next step is to find people NOT in my contacts list who may be interesting to follow.
I heard Adam Spencer this morning say that ABC 702 local personal have been asked to set up twitter sites.
Found that none of our Year 12 UAI students knew about twitter - but then they didn't know about wikis (they knew Wikipedea of course) and few knew about or had blogs; there were also a disappointing number who were facebook, etc sites.
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