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Contents Editorial Reflections Learning & teaching Research Share this Resource reviews reflections Colleen Foley, Libraries Coordinator, School Operations and Performance, is responsible for policy advice and leadership for school libraries and information literacy. E: colleen.foley@det.nsw.edu.au Innovation and learning According to John Bangs, Chair of Trade Union Advisory Committee’s (TUAC) international group on Education, Training and Employment Policy: Innovation and creativity are the lifeblood of learning. John makes this comment in relation to the OECD’s Innovative Learning Environments (ILE) project’s recent publication, Schooling redesigned: Towards innovative learning systems. This work emphasises collaborative professionalism and the active engagement of all stakeholders including students. Its consideration of essential capabilities and skills supports a future learning approach and the ideas encapsulated in Future learning and school libraries. Related research and information for further reading is available on our new School libraries support site. The emphasis on evidence based practice and new curriculum in this issue supports innovation for learning. Evidence based practice Crucial to a collaborative curriculum leadership role teacher librarians can play, is an evidence based practice approach, with an emphasis on future focused learning. The Future Learning for school libraries: 2015 reading pack offers a collection of articles and research on future learning and its importance for teacher librarians partnering their colleagues – all in one handy package. This, and more, is available on the School libraries support website. Insight into evidence based approaches and practical ideas for classroom implementation are provided in Showcasing evidence based practice, Collaboration and the power of team teaching and Oliver supporting learning at Thirroul Public School. Take a moment to view these short videos: • Integrating guided inquiry and ICT – an approach to evidence based practice • Oliver: A journey from computer to book to reading – one school’s journey supporting student learning outcomes. Collaborative programming Geography K–10: Creating active global citizens and Finding the heart of English offer vital information and ideas for implementing the English and Geography K–10 syllabuses. The article in this edition related to English considers textual concepts and the continuum of learning. It offers insights to the ways teachers and teacher librarians could work together to select quality texts related to concepts and together enhance explicit teaching for specific outcomes. In a similar way, the Geography K–10 article outlines key concepts and focuses with reference to Outcomes and Key inquiry questions. It helps teacher librarians to select geographical inquiry and outcomes related to classroom programs in order to enhance student learning through their related programming support, using an information process framework for enhanced learning across the curriculum and capability development. Further ideas for teacher librarians working with teachers for explicit programming and teaching related to curriculum will be available shortly on School libraries: Teaching ideas. This will include information process strategies, and consideration of approaches such as problem based, inquiry based, peer and collaborative learning. The Curriculum springboards also offer ideas for making these sorts of connections. Libraries for future learners 2016 After the success of the 2015 conference, a Libraries for future learners 2016 conference will be held on Monday 19 October 2016. More information coming! Lastly, I would like to thank Margaret McEwan, for her outstanding work as Editor of Scan. Margaret has taken up another Department position and we will miss her. Margaret made a significant contribution to the ongoing development of Scan, and to support for the teacher librarian profession and their colleagues. 2016 Volume 35, Issue 1 4
Contents Editorial Reflections Learning & teaching Research Share this Resource reviews Prue Greene, Senior Curriculum Support Officer English, K–12 introduces the new English textual concepts [intranet only] resource for teaching English. The resource reorganises English K–10 syllabus content through textual concepts and processes to help teachers design learning for high intellectual quality and foster deep understanding of the conceptual basis of the subject Finding the heart of English Istock/Dawid Andruszkiewicz What is English? It has always been difficult for teachers and students to explain what the study of English is. The scope of English, the kinds of texts that students respond to and compose and the place of literacy in the subject makes a definition difficult to pin down. The syllabus states that: knowledge, understanding, skills, values and attitudes acquired in English are central to the learning and development of students in NSW (BOSTES, 2013). The knowledge (key concepts) that this statement refers to in the syllabus aims, outcomes and content points is difficult to readily identify because it is often implied rather than stated and threaded throughout every outcome. Therefore, teachers of English K–10 must know and remember their syllabus in its entirety. In order to teach effectively, they should also have an excellent knowledge of the Stage 6 syllabus; its treatment of concepts, and how to program for these so that younger students become familiar with the big ideas in the subject from the earliest years. It is quite a task. It is also quite a task for these understandings to be common to all teachers and faculties in both primary and secondary contexts. 2016 Volume 35, Issue 1 26
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