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SCHOOL OF INFORMATION STUDIES CHARLES
STURT UNIVERSITY Literature in digital environments Judy O’Connell Key Advisor Future Pedagogies Project 7 May 2015 Changes and emerging trends in Australian school libraries International Association of School Librarianship Maastricht, The Netherlands, July 2015
The goal of a school
library is to respond to the learning ecology in the school. This learning ecology is defined as a set of contexts comprised of a unique configuration of activities, material resources, technology fluencies, and the interactions that emerge from them.
Electronic texts can be found
in increasing numbers of school libraries and classrooms where they are not only enhancing teaching and learning; they are also profoundly changing the signature pedagogy of reading literacy instruction.
The Australian Curriculum: English aims
to ensure that students ‘listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose’.
To address this national expectation
it is imperative that ebooks are incorporated into school reading and literature programs, as well as being available for students’ personal reading choices. How well school libraries are addressing this challenge is influenced by a number of factors.
Unpacking the definition of ebooks
to explore multimodal texts is useful when considering the take-up of ebooks in schools and their place within the digital reading environment. creative commons licensed(BY-NC-SA) flickr photo by kassemmounhem:http://flickr.com/photos/122638947@N08/13889171653
What are ebooks? • ebooks
are electronic version of print books • can be read or listened to on an eReader, tablet or computer • may have tools for bookmarking and note- taking • offer embedded multimedia elements, and interactive features such as oral reading • may included related games, support websites or provide test reading experiences • may provide multimodal, multimedia non-linear stories that involve active participation
ebooks in learning creative commons
licensed (BY-SA) flickr photo by Atos International: http://flickr.com/photos/atosorigin/11116578645 Each type of ebook has a place along the learning continuum Embracing ebooks requires a shift in understanding how children interpret digital media and navigate in a digital environment Address pedagogical goals, and identify what the digital experience can offer that print does not.
adoption and use of ebooks
Survey respondents indicated: • a strong relationship between access to an ereading device and use of eresources. • the importance of getting teachers on board, with an ongoing need for professional learning for staff coming to terms with digital content.
Developing ecollections for 2020 school
libraries requires skills and expertise beyond the traditional bibliographic paradigm, encompassing digital licensing and contract negotiation, budgets, formats, device storage and management, as well as an up-to-date understanding of the publishing industry.
The issues that schools face
fall into three main categories: i) the ebook genre and purpose; ii) the infrastructure required to make ebooks accessible, and, iii) the technology required to read the texts.
Complexities around the range of
ebook formats are amplified when one factors in reading purposes, ranging from teaching literacy skills, supporting curriculum programs (factual and class literature) and personal reading.
Repositories and retrieval issues are
complex and one solution rarely meets the varied needs, formats and legal requirements of schools. Options include subscription services to third party providers providing internet pathways to free ebooks or downloading free or purchased ebooks in a readable format for storage on the school’s network.
Subscription services may not easily
integrate with the library catalogue, and downloaded resources require cataloguing to support access with consideration of digital rights protocols or multi-user licences as management issues.
The library needs to facilitate
home access and establish methods to promote ebooks in new and exciting ways. Where devices such as tablets are integrated into schools’ teaching and learning practices, ebook reading is becoming part of the fabric of schooling.
While there is evidence that
collections are changing in response to the need to support ereading within teaching and learning, there is an indication that many school library collections may not be adequately meeting the expectations articulated in the Australian Curriculum.
The challenge for school libraries
is to move beyond the practicalities of ebook collection management to the promotion of services that address the needs of pedagogy and curriculum.