Papers by Yvonne L Barrett
IASL Annual Conference Proceedings, 2019
You can’t teach people everything they need to know. The best you can do is position them where t... more You can’t teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it. (Seymour Papert) For school librarians, this is certainly part of a core responsibility, to provide students with digital literacy skills and strategies that will enable them to find and access information at point of need, in order to create knowledge (Farkas, 2011). While students are growing up in this digital age, research reveals they are not necessarily skilled in reading to locate and use online information effectively (Leu, Zawilinski, Forzani, & Timbrell, 2014b; Pickard, Shenton & Johnson, 2014). This is significant when “students overestimate their ability to engage with information in a critical and literate manner” (Kirkwood in Beetham & Oliver, 2010, p.162). Yet, students are required to be ethical and critical thinkers, and engage as collaborators and creators in participatory digital environments (Coiro, 2003...
Educational Reform and International Baccalaureate in the Asia-Pacific
Reasons exist for perceptions of school librarians and libraries that may be historic and nostalg... more Reasons exist for perceptions of school librarians and libraries that may be historic and nostalgic—yet are still powerful—as they may impact decisions made by school leaders, teaching colleagues, and students about the role libraries and librarians play in IB education. After conducting specific research amongst IB school librarians, the chapter outlines that IB documentation exists to identify librarian roles. Librarian pedagogy is recognized, together with a discussion about the impact of the COVID-19 pandemic on school library programs. The chapter takes a premise that school library/ian roles may be invisible or hidden, identifying factors to enable change to greater awareness of the contributions of the school library and the librarian in IB teaching and learning.
How has the school library program developed digital and information literacies necessary for stu... more How has the school library program developed digital and information literacies necessary for students to support their independent research and collaborative inquiry?
An exploratory case study within the IB PYP inquiry process. Abstract " Deep learners integrate new learning into their knowledge " thereby utilising critical thinking which is promoted by active learner participation (van Staalduinen, 2011, p.100).
However, " the internet is also altering the nature of literacy, generating 'New Literacies' that require additional skills and strategies " (Leu et. al., 2014, 344). As the 2015 ACRL framework acknowledges: " Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. " (2015, 2).
This study seeks to reflect on digital and information literacies taught over a school year, as part of the primary library program, with students engaged in a brief inquiry process to provide a snapshot of their learning.
This was undertaken as part of Master of Education (Knowledge Networ& Digital Innovation), Charles Sturt University, Australia.
This review seeks to consider and reflect upon design in relation to theory, learning spaces incl... more This review seeks to consider and reflect upon design in relation to theory, learning spaces including educational libraries, teacher practice and student learning. Two main themes that will be explored within the selected literature are the concepts of flexibility and collaboration in design.
This critique was part of coursework for Designing Spaces for Learning, Master of Education (Knowledge Networks & Digital Innovation), Charles Sturt University, Australia.
Digital games have become part of the daily life of our students outside of school. However, they... more Digital games have become part of the daily life of our students outside of school. However, they also have established themselves as innovative pedagogical tools within formal educational settings. This review focuses on three articles which reveal trends in digital games and game-based learning. Issues and implications are considered for current practice and for the education profession.
This paper was part of coursework for Game Based Learning, Master of Education (Knowledge Networks & Digital Innovation), Charles Sturt University, Australia.
This case report follows the early design thinking processes in considering the impact that space... more This case report follows the early design thinking processes in considering the impact that space and design has on learning within a school library setting. This report was part of coursework for Master of Education (Knowledge Networks & Digital Innovation), Charles Sturt University, Australia.
Keywords School libraries, design thinking, design, spaces for learning
This experiential case study looks at how digital games and digital game based learning (DGBL) ma... more This experiential case study looks at how digital games and digital game based learning (DGBL) may be used to teach concepts of information and digital literacies as part of the primary school library program. This was conducted as part of coursework for the subject Game Based Learning within the Master of Education (Knowledge Networks & Digital Innovation), Charles Sturt University, Australia.
Key concepts: game based learning, digital games, critical thinking; information literacy, transliteracy and information literacy as meta-literacy, information behaviour, school libraries, games, play and learning
A review of the Rationale, Aims and Objectives of the New South Wales (NSW) English curriculum 7 ... more A review of the Rationale, Aims and Objectives of the New South Wales (NSW) English curriculum 7 – 10 reveals the generously hybrid nature of English as a curriculum area which allows for a balanced and multiple perspective in the approach to language teaching and learning in English. The NSW English 7-10 Syllabus (2003). While theoretical perspectives and models are products themselves of particular historical moments and therefore restrictive when considered singularly, together they combine to serve the range of purposes and functions necessary for a 21st century context.
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Papers by Yvonne L Barrett
An exploratory case study within the IB PYP inquiry process. Abstract " Deep learners integrate new learning into their knowledge " thereby utilising critical thinking which is promoted by active learner participation (van Staalduinen, 2011, p.100).
However, " the internet is also altering the nature of literacy, generating 'New Literacies' that require additional skills and strategies " (Leu et. al., 2014, 344). As the 2015 ACRL framework acknowledges: " Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. " (2015, 2).
This study seeks to reflect on digital and information literacies taught over a school year, as part of the primary library program, with students engaged in a brief inquiry process to provide a snapshot of their learning.
This was undertaken as part of Master of Education (Knowledge Networ& Digital Innovation), Charles Sturt University, Australia.
This critique was part of coursework for Designing Spaces for Learning, Master of Education (Knowledge Networks & Digital Innovation), Charles Sturt University, Australia.
This paper was part of coursework for Game Based Learning, Master of Education (Knowledge Networks & Digital Innovation), Charles Sturt University, Australia.
Keywords School libraries, design thinking, design, spaces for learning
Key concepts: game based learning, digital games, critical thinking; information literacy, transliteracy and information literacy as meta-literacy, information behaviour, school libraries, games, play and learning
An exploratory case study within the IB PYP inquiry process. Abstract " Deep learners integrate new learning into their knowledge " thereby utilising critical thinking which is promoted by active learner participation (van Staalduinen, 2011, p.100).
However, " the internet is also altering the nature of literacy, generating 'New Literacies' that require additional skills and strategies " (Leu et. al., 2014, 344). As the 2015 ACRL framework acknowledges: " Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. " (2015, 2).
This study seeks to reflect on digital and information literacies taught over a school year, as part of the primary library program, with students engaged in a brief inquiry process to provide a snapshot of their learning.
This was undertaken as part of Master of Education (Knowledge Networ& Digital Innovation), Charles Sturt University, Australia.
This critique was part of coursework for Designing Spaces for Learning, Master of Education (Knowledge Networks & Digital Innovation), Charles Sturt University, Australia.
This paper was part of coursework for Game Based Learning, Master of Education (Knowledge Networks & Digital Innovation), Charles Sturt University, Australia.
Keywords School libraries, design thinking, design, spaces for learning
Key concepts: game based learning, digital games, critical thinking; information literacy, transliteracy and information literacy as meta-literacy, information behaviour, school libraries, games, play and learning