NSW_Scan2008

**from** Scan **N****SW Department of Education and Training, reproduced with permission**

This is an example of the teacher-librarian supporting and developing teachers in using new technologies. It also illustrates how the TL provides invaluable support in locating, assessing, adapting and repackaging, and creating teaching & learning resources, in the this case when the available sources don’t match NESB student levels. Read the full article in Scan
 * MAUGLE, Gillian (2008) ‘A snapshot of interactivity at Wiley Park Public School library’ in //Scan// 27(3) August, pp. 4–9. **


 * A snapshot of interactivity from Wiley Park Public ****School Library **

Collaboration, adaptation and evolution in the library  Much time is spent searching the web for suitable teaching and learning activities, yet often it is difficult to locate a resource that is suitable. Luckily, ideas can be adapted. Creativity is the key, especially with the user friendly functions of the IWB that allow the teacher to be the author of the most amazing lessons that are aimed at their unique clientele in the here and now, and cater for their specific needs.

Collaboration takes place at the beginning of each term where I attend Stage meetings and discover what each Stage is doing. Further conversations with classroom teachers are vital to ensure that lessons in the library involve the integration of ICT and enable students to develop information skills and use them confidently. Collaborative teaching sessions ensure that students benefit from the guidance of two teachers, and provide opportunities for teachers to develop confidence using ICT tools which allow them to follow up library sessions in the classroom. This is an ongoing process and the library program is constantly adapting and evolving to reflect what is required at any given time.

Stage 3 interact with IWBs

Stage 3 has been exploring the significance of the discovery of gold on the Australian identity and heritage. There are many websites on the history of gold in Australia, but our mainly NESB students would have difficulty accessing the available information. It was, therefore, necessary to create a //PowerPoint //that would give them the information at their level of understanding, and then guide them to find what they need to know. The created //PowerPoint// contains 36 slides because it needed to contain elements to make the students think.The slides include several quotations for discussion starters. The students learnt what a quote is and how it is represented. I also added thinking and discussion slides so that the students could interact with the information and with each other. After reading and sharing information, Stage 3 students had a foundation for working in groups to research various aspects of the influences and consequences of the discovery of gold in the Australian goldfields with great enthusiasm.