DEC Scan Journal : Volume 33 Issue 4
2014 Volume 33, Issue 4 14 Contents Editorial Currents Teaching & learning Research Curriculum support Share this Resource reviews Alhovik/Shutterstock.com Julie Grazotis is the teacher librarian at Banks Public School in Western Sydney. She strongly believes that school libraries should be delivering engaging and challenging learning experiences and resources to equip students with 21st century learning skills. Context Over the last 18 months, Banks Public School (BPS), like all other schools in NSW, has been preparing for the implementation of the NSW syllabuses for the Australian curriculum. At our school, this process has included a review of current pedagogy. After engaging in professional learning about the needs of 21 century learners and the Quality Teaching framework, reflection on our classroom practice identified a greater need for explicit teaching, and staff and student collaboration. As a result, all Stages adopted an open classroom approach to literacy and numeracy in 2013. The process revealed some key positives, particularly, the ability of students at BPS to rotate and work collaboratively in groups. In order to build on this success, the principal, Pate Cooper, proposed an expansion of this practice into the library. The only hitch would be that the timetable required two classes attending the same session. It was an exciting prospect: two teachers, two classes, two hours and one library. How was it going to work? Flexible learning spaces Defining the problem To answer this question, I reflected on past learning in the library, the degree of student engagement and areas of student need. Analysis of data derived from conducting semester quizzes for three years revealed that our students were confident library users and able to navigate the library space, but they lacked knowledge and skills to follow the research process effectively. Evaluation of the open classroom initiative also revealed that students were not always producing work of a quality standard, both in neatness and knowledge when working independently or in small groups. It became clear that learning activities needed to be more explicitly structured and learning spaces organised, so that productive learning could occur. It became clear that learning activities needed to be more explicitly structured and learning spaces organised, so that productive learning could occur.
Volume 33 Issue 3
Volume 34 Issue 1