Winter - School Library Association of New South Wales

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•–gˆš“ˆ•šž
NEWSLETTEROFTHEAUSTRALIANSCHOOLLIBRARYASSOCIATIONNEWSOUTHWALES
Inthisissue...
21CLearning
Graphicnovels
Leadership
LivingLibrary
Storyboardingtodigitalstories
MayIssue22010
Research ProfessionalLearning
Advocacy
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LeadingPerspective
LindaGibsonͲLangford
Onleadership
T
heASLA(NSW)StateLibraryDayinFebruarywasanexcitingtime——delegatesweretreatedto
somechallengingideasonseeingthingsdifferently.
WhenitcametotheAwardsCelebration,IwasremindedofhowJohnHirsthadtoseethings
differentlyinordertogivebirthtoourAssociation.AsaconsequenceofASLA(NSW)conferringonme
theJohnHirstAward,IwasaskedbyanumberofdelegatesifIwouldpublishmyspeechinthe
newsletter.Itwasonleadershipandtheflipsideofwhatweoftendeemasleadership.Itwasto
remindusthatleadershipcanbeuncomfortableaswechallengethestatusquo;aswerememberthata
professionneedsitswritersanditsresearchers,aswellasitsleaders,whoseethingsdifferently.
JohnHirstwassuchaleader.Hesawthingsdifferently.Leadingfromdiscomfort,Hirstsawtheneedfor
changeinthewayschoollibrarieswereintegratedintothelearninglifeofstudents.Andfromthat
discomfort,theAssociationwasborn.
WeneedleaderslikeHirstwhowilltacklethehardstuff;whoarepreparedtomakeadifference——
throughsuppressingtheiregosandthroughacceptingthediscomfortofrealleadership.AsGodin
writesinTribes––weneedyoutoleadus[2008Penguinp47],‘‘leadershipisscarcebecausefewpeople
arewillingtogothroughthediscomfortrequiredtolead.’’ItisnotsurprisingthatGodintiltsattheidea
ofleadershipasmainstream——’’ifeveryonecoulddoit,itwouldn'tbeworthmuch’’,hequips.Hebelieves
that‘‘it’’sdiscomfortthatcreatestheleveragethatmakesleadershipworthwhile’’.
Healsosays,
1. It’’suncomfortabletostandupinfrontofstrangers[andIwouldadd,infrontofpeers].
2. It’’suncomfortabletoproposeanideathatmightfail.
3. It’’suncomfortabletochallengethestatusquo.
4. It’’suncomfortabletoresisttheurgetosettle.
Nodoubt,manyofyouhavebeenuncomfortableattimesasaleader,butbeencouraged——discomfort
leadstochangeinsomeway.Aleader,Godinobserves,issomeonewhocanidentifythediscomfort.
Itisthisdiscomfortthatbecomesimportantinrecognisingandleadingagainstmanipulativeand
unjustpractices;itisthisdiscomfortthatbecomesimportantasyoupreparetochangewhathas
alwaysbeen;anditisthisdiscomfortthatgetspeopletoengage——withexcitementandenergy——to
improvesomething.
Beinguncomfortable,saysGodin,isimportantifyouaretoreach‘‘yourpotentialasaleader’’.
Leadwithdiscomfort!
Wethankthefollowingcontributorstothisissue——
LindaGibsonͲLangford
DiLaycock
AllisonLeeIanMcLeanJennyUther
ThispublicationhasbeenpreparedforthemembersoftheAustralianSchoolLibraryAssociation(NSW)Inc.The
opinionsexpressedhereinarethoseoftheauthorsanddonotnecessarilyreflecttheviewofASLA(NSW)Inc.While
reasonablecheckshavebeenmadetoensuretheaccuracyofstatementsandadvice,noresponsibilityforanyloss
occasionedtoanypersonactingonorrefrainingfromactionasaresultofmaterialinthispublicationisacceptedby
theauthorsorASLA(NSW)Inc.CopyrightofarticlesisheldbyASLA(NSW)andbyeachauthorherein.
www.aslansw.org.au
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thatthestudents[andtheteachers]are
focussedandengagedinlearning.
21CLearning——jargonorrealchange?
I
fcollaborationdefinestheearly21stcentury
characteristicforwhoweareandwhatwedo AsCox[2009]notes,thekeyattributesoftoolsfor
asteacherlibrarians,thenhowweteachand 21Clearningare:
howweorganiselearningspacesmustdefineour
ubiquitousaccess,anoutͲofͲschoolauthentic
raisond'être.
appearance,easeofuse——intuitivedesignand
function,contentsharingamongusers,and
Simple!Well,notreally.
portabilityofcreativeproducts.
Budgetsgetintheway,asdorestrictiveICTpolicies
Nicetoolkitfortoday’’slearner.
basedonfear.Takingupteachingstrategiesthat
facilitatesociallearningstruggleagainstclassroom
SomethinglikeGoogleAppsEducationEditionhas
environmentsofrigidstructure,andteacherswho
aninterfacewhichlookslikethewebthat
stillpreferteachinginisolation[reviewTayloresque
studentsuse——themorestudents’’learningtools
learningenvironmentsat<http://en.wikipedia.org/
resemblethespacestheyuseoutofschool,the
wiki/Taylorism>].
moreintuitivethelearningbecomes,thatis,
studentsareengagedinthelearningprocessas
However,thosesuperheroesinschools[youmight
wellasputtingmoreenergyintotheircreative
beoneofthem]arebridgingthegapbetweenthis
outputratherthanonconqueringthetools.
disconnect——thereareanumberofoutstanding
practitionersleadingthefieldthroughreͲdesigning
Makesperfectsense!
librariesaslearningcommons,engagingstudents
andteachersinlowcostcollaborativetechnologies
EventheGoogleAppsEducation’’sclevernoteͲ
thatacknowledgethepowerofgloballyͲconnected
takingfacilityemphasisescriticalthinking.Tiethis
learning,andthroughestablishingvitalplatforms
webspacetootherlowcost,highfunctionality
forsharedlearningthatarelinkedandintegrated
collaborativetoolslikewikis,NoodleBib[teach
intoinquiryͲbasedpedagogy.
thereasonsandletthemworkouttheprocess],
andclustermappingtoenablestudentstolearn
PractitionerleaderssuchasSydneyͲbasedJudy
togetherandtohelpteachersmoveawayfrom
O’’ConnellandIanMacLeanareknownfortheir
isolationistteaching.Teachersaregentlyforced
dedicationtosharingtheirideasthrough
toembraceWeb2.0inasystematicand
collaborativenetworksandthroughenhancingthe
functionalenvironmentthatisintuitive,evenfor
professionallearningbaseofteacherlibrarians
themostreluctantteacher,withtheaddedvalue
andothercolleagues.Theydothisthroughtheir
ofbeinginthestudents’’world.
activeinvolvementinblogs,Facebook,Twitter,
SecondLifeandmore,byremovingthebarriers
21stcenturylearning?——realchange,notjargon!
tosuccessfulsocialandintellectualsharing
ofknowledge.
LindaGibsonͲLangford
Theyhavebeenabletodisentangleageing
Reference
pedagogiestoreleasethepowerofinquiryͲbased
Cox,E2009,Toolsfor21stcenturylearning,
learning;theyhaveharnessedthepoweroflowcost
MultimediaandInternet@Schools,16,5
Web2.0basedtoolswithincreasedfunctionality
pp.11Ͳ14.
[studentscansharetheirlearningoutsidethe
classroomandindeedoutsidetheschool——eventhe
veryyoungstudents];andtheyhavebeenableto
Technologyneedstosupportthelearning
movearoundthelockeddownmentalityof
policymakerstodemonstratethefullpotentialof
andtheteacher...notdrivethemcrazy.
Web2.0,acknowledgingthehumanemotionof
ChrisBetcher
fear——playingitsafe——butprovidingassurance
www.betchablog.com
www.aslansw.org.au
3
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Imagefromhttp://voicethread.com/about/
There’’ssomething
about...VoiceThread
IhavebeenusingVoiceThread
forabout12monthsnow.
Ilikeit!
Ilikeitbecauseitisfuntouse,
it’’sinteractive,andyoucan
doodlewhileyoucommenton
someone’’sideas.Andthat
makesitperfectfortheway
Iwork.
Ilovecomingbacktoitand
findingafewmorecomments——
voice,video,andtyped![see
info@aslanswFebruary2010
issue].
Butlet’’stalkseriouslyaboutthis
Web2.0application.Itissuch
agreatcreativetoolthattakes
thehumbleslideshowtoanew
height——andit’’sfree.
It’’samediaaggregatormeaning
thatyoucanaddcommentsby
meansofmicrophone,webcam,
telephoneandkeypad.It’’s
reallyintuitiveinitsdesignand
thesiteitselfiseasytonavigate.
Commentscanbemoderated
[helpful];youcanhavemultiple
identitiesandyourvoicethread
creationcanbeembedded
intowebsites.
Oh,andifyouwanttopreserve
yourvoicethreadcreations——
easy——exportthemtoDVDsor
MP3players.
Needmoreconvincing?Need
someexamplesofteachersand
www.aslansw.org.au
Narrator/
author
kidscreatingandsharingtheir
ideas?Orperhapsyoujustwant
tositbackandbeentertainedby
someone’’sinterpretationofa
Shakespearianplay.Maybeyou
wanttogetcaughtupinsome
digitalstorytelling——trya
differentperspectiveonCatcher
intheRye,orThethreelittle
pigs[thisversioniswonderfulon
VoiceThread]?
Headtothedigitallibrary[http://
voicethread.com/library/]——a
databaseofarticlesabout
successfulVoiceThreadprojects.
Thiswillgiveyouinsightinto
howteachersarethinkingin
termsofintegratingVoicethread
intolearningandteaching.
Whenyouhaveahhedand
oohedandhavebecomeinspired
totrialaVoiceThread,thenget
yourselfregistered[itisfree
unlessyouwantanEducationPro
account].
Setupiseasy.Popacrossto
VoiceThread[http://
voicethread.com/about/].Thengo
tothemainpage[http://
4
Recordyour
commentortypeit!
voicethread.com/#home]
andregister.Nextheadtothe
tutorialWhat’’saVoiceThread
anyway?Thetutorialisshort
andprecise.Youwillfind
yourselfreadytobeabsorbed
intoacreativeexperience.
Forabalancedperspectiveof
VoiceThreadinlearningand
teaching,readEducause’’s7
thingsyoushouldknowabout
VoiceThread[http://
net.educause.edu/ir/library/pdf/
ELI7050.pdf].
Payparticularattentiontothe
ideaofVoiceThreadin
assessmentandtheintegration
ofmobilephones.
Havefun.Shareyour
VoiceThreadswithourteacher
librariancommunity.Let’’s
continuetoleadthrough
anothergreatWeb2.0learning
andteachingidea.
Imagecourtesy
ABerry<www.redbubble.com/
people/allisonberryart/art
LindaGibsonͲLangford
May2010
NEWSLETTEROFAUSTRALIANSCHOOLLIBRARYASSOCIATIONNEWSOUTHWALES
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Haveblog,willstoryboard!
TeacherlibrarianatPenrithPublicSchoolinWesternSydney,IanMcLeanisaformer
editorofScan(1998Ͳ2002),andapastPresidentoftheSchoolLibrariesSection(NSW
Group)ofALIA.Hereviewschildren’’sliteratureandteachingresourcesforScan.Ian
feelsthatheprobablyspendswaytoomuchofhissparetimebloggingincyberspace,
butithasbeenagoodstrategyforkeepingpacewiththeupandcomingWeb2.0
generationofstudents.HispeerͲreviewedresearcharticleonusingWeb2.0with
EarlyStage1studentsappearedinarecentScan.
Isyourlibraryanopen
invitationformystery,
intrigue,discovery——where
accidentaldiscovery,aswell
asplanneddiscovery,is
highlylikely?
Knowingandshowinghow
schoollibraryprogramshelp
studentslearn,Todd,2004,
slide113.
W
extraoneday’’stimeallocation
acrosstherestoftheweekis
increasedaccesstothelibrary’’s
facilities,whichhasbeen
appreciatedbybothstaffand
students.Thishasenabledthe
studentstomaximisetheir
participationinarangeof
stimulatingWeb2.0projects,
includingbookrapsandweblogs.
StoryboardingwithStage2
AfterconsultingwithPenrithPS
staff,thefourtermsof2009
wereblockedoutearlyinthe
year,withTerm4reservedfor
EarlyStage1studentsto
participateintheNSWDET’’s
BearandChookbookrap,hosted
bytheLibrariesandInformation
LiteracyUnit,andcoordinatedby
JennyScheffers[teacherlibrarian,
CaddiesCreekPS]andmyself.
Wehadassumedtherewouldbe
aStage2BookWeekrapofsome
kind,butwhenonewasn’’t
scheduled,Ineededtodosome
quickthinkingastohowwecould
makeeffectiveuseoftenweeks
foranICTprojectthatwould
engageoureagerStage2s.
ehavemany
successfullyplanned
educational
discoveriesatPenrithPublic
School,butit’’stheaccidental,
spontaneousandimpromptu
discoveriesthatareoftenjustas
rewarding.AnemphasisonpreͲ
testingandpostͲtesting,andthe
encouragementofstudentsto
reflectuponandarticulatetheir
discoveriesduringtheirlearning,
hasprovidedasupportiveand
responsiveschoollibrary
environmentthatcanbeshared
withthewholeschool——andthe
widerlocalandinternational
community——throughwikis,
blogsandotherexcitingonline
activities[McLean,2009].
Movingbackintoteacher
ItwasdecidedthattheStage2
librarianshipatPenrithPublic
studentswouldstudythepicture
School,mypositionisfour
booksBearandChook[Shanahan
days/week,withanadditional
&Quay,2002]andouradvance
daymadeupbytakingon
copyofthethenunreleasedBear
aspectsofliteracyandnumeracy
andChookbythesea[ibid,2009].
learningandteachingthrough
Thesetitlesweretobethefocus
ICT.Iworkwithadifferentstage
oftheTerm4bookrap.Stage2
groupeachterm.Afortuitous
studentswouldaimtocreate
byͲproductoftimetablingthis
somehighlyrelevantonline
www.aslansw.org.au
5
resourcesduringTerm3that
theyoungerKͲ2rapperscould
utiliseduringthesubsequent
bookrap.Thisstrategy
addressedanothertwopoints
fromKnowingandshowinghow
schoollibraryprogramshelp
studentslearn[Todd,slide55]vis
avis:
x Studentsneedtoseewhy
andunderstandthattheir
learningmattersandhas
realworldconnections.
x Learningwiththeschool
librarianisconnectedto
realunitsandmeaningful
literacysupport.
Stage2’’sinvolvementwiththe
preparationofKͲ2bookrap
supportmaterialsbeganwitha
CircleTimebrainstorm[McLean,
2007].Thegroupsdebatedthe
possibilities.Digitalstories,
perhaps?Proceduraltexts?
ExplanationsasPowerPoint
slideshows?Uploadedvideos?
Forexample,inBearandChook,
class3Masked:
WhydoesChookalwaysget
almosthurt?andWhatwas
bearbuildingbythepond?
Flatstones?Weretheyfinding
them,throwingthematfish,
throwingthemtomakeripples,
orskippingthem(likeHagriddid
inHarryPotter)?(*)
May2010
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Whatequipmentdidtheyneed
foreachadventure?
InBearandChookbythesea,
thequestionswere:
Whatisaholidaysky?andWhy
didthecharactersgotothesea?
Whywasonecharacterscared,
andthentheother?andWhydo
theysleepbythepond?
WhatwasChookwearingonhis
head(ie.aknottedhankyhat)?
*Asterisksindicateselected
topicsforthebrainstorms.
Afterthestudentshadbroken
intogroupsofthreeor
four,andselectedonetheme
pergroup,weinvestigatedthe
strategyofstoryboarding.
Throughexplicitteaching,we
deconstructedprofessionaland
studentͲcreatedexamplesof
storyboardstodetermine
audienceandpurposebefore
thestudentsbeganresearching
anddrafting.Atemplatefroma
previousNSWDETbookrap
assistedwithstoryboardlayouts
<www.schools.nsw.edu.au/raps/
possum07/rapsh5.htm>
Inpreparationforthenext
week’’slesson,Iharvestedsome
short,relevantYoutubevideo
clips[twoexamplespertheme],
withthehopeofenrichingthe
students’’researchwithsome
additionalfieldknowledgeand
specialisedvocabulary.
TheURLswereembeddedinto
blogentriesonourschoolblog
site<http://penrithpsrappers.
edublogs.org/2009/08/>
Eachclassendedupwantingto
seeallofthesevideoclips,thus
broadenedthescopeoftheir
www.aslansw.org.au
ownideas.Discussionsaboutthe
directionoftheirfinalproducts
becamehighlyenergisedandthe
studentswereextraordinarily
supportiveofeachothers’’group
tasks,offeringunexpected
tangentsfordigitalstories,clever
waystotightenstoryboarded
scenes, newandhumorous
aspects,andpropsandcostuming
materialstoothergroups.
Storyboardstodigitalstories
Atthispoint,noneofuswere
surewhetherthecompleted
digitalstorieswouldbe
presentedasPowerPoints,Flickr
slideshows,orvideoclips,and
ourskilllevelsandexperiences
withsuchmediawereextremely
varied——includingmyown.
Onememorablesessionwas
spentwiththestudentstryingto
teachmehowtoaddwhite
cartoonmovementlinesto
photographsinPowerPointusing
theIWB.
Thestudentsspentseveral
weeklysessionsrefiningtheir
storyboardsaswepreparedto
undertakethephotographyfor
thefirstcompleteddigital
6
procedure.BearandChook
stuffedtoysweresoon
photographedinallmannerof
hilariousandprecarious
positionsaroundtheschool
environment.Onegrouphad
severalmembersataschool
campontheonlydayleftto
photographtheirstoryboard.
Theclassteachersuggested
sendingsomevolunteer
replacementstothelibraryfor
theshootand,whenthe
campersreturnedtoschool,
theywereverysurprisedwith
ourresults.
Onecamperexclaimed,‘‘How
comeyouknewexactlywhatI
imaginedinmyhead?’’anda
classmateoffered,‘‘Because
yourstoryboardtoldusexactly
whatwehadtodo!’’Once
again,thecamaraderieofthe
studentsshonethroughinsuch
unexpectedways.
Weconsidered,butrejected,an
ambitiousgoaltoproducesome
ofthestoryboardsasvideo
footage.Toyanimalsbelly
dancingandperformingthecha
chasoundedsimpleenough
duringtheplanningstage,
May2010
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buttherealitywasthatthestudentscouldn’’trehearseenough
dancemovestoperforminonetake.Wealsobrieflyresearched
suitableCreativeCommonsmusictoenhanceourstoriesbefore
uploadingtotheInternet.Copyrightissuesbecameextremely
important.However,Iwasalsoconcernedthatourworkshouldn’’t
overshadowtheparentpicturebooks,whichhadtoremainthe
focusoftheforthcomingbookrap.Tomydelight,ourresults
producedtenonlineslideshows,readilyaccessiblebyteachersand
students,notjustfromourschool,butthroughoutSydney,New
SouthWales,Australia——andtheworld!
Whatdidwelearnabout
BearandChook?
Whatdidwelearnbydoingthisactivity?
1. HowtouseablogandabookrapanduploadthingstoInternet.
2. MoreaboutthecharactersofBearandChookandwhytheyare
suchgoodfriends.
3. Howtocreatestoryboardsandimproveourwritingskills.
4. Slideshowsareagoodwaytoshareourideas.
5. Wetalkedaboutthethingswedidn’’tunderstandinthebooks
[likeChook’’shankyhat!].
6. Howtomakeveryeasyspecialeffects[SPFX]outofcardboard,
toys,stickytapeandusing‘‘insertatextbox’’inPowerPoint.
7. HowtosearchYoutubewithMrMcLeantofindshortfilmclips
forourresearch.
8. Howtocooperatewitheachotherwhenplanningour
storyboardorbringingpropsfromhome.
9. Tocreatesomethingyou’’veneverdonebefore.
10. Tolearnthetechnicallanguageofdancingthechachaandbelly
dancingsopeopleunderstand.
11. Youneedtoknowtechnicallanguagetoexplainthingssoit’’s
notboring.
12. Iftechnicallanguageissoimportant,whydidn’’tweadda
glossary?[Myreaction——Sowedid!Toseveraloftheslideshows!]
...peoplecanbefriendswith
anyone.
...bekindtoeachother...
togetheryoucandoanything
youwant.
BearandChookhadgreat
teamwork,andsodidwe.
Notroubleswillstopyou
fromthedestinationyou
wanttoreach[myreactionͲ
Wow!].
PowerPointdigitalstories
<http://penrithpsrappers.
edublogs.org/bearͲchookͲ
powerpoints/>included:
3MLookinginrockpools
Skippingstones
3GHowtomakeahankyhat
Makingwarmhoneytoast
Staysafeinthesurf!
4WRowingaboat
Mealsoftheday
Howtomakeacannonballfly!
4/5MHowtodancethechacha
Howtobeabellydancer
Reactionsfromotherrappers
1A&K/6S@CaddiesCreekPS
enjoyedgoingonthelibrary
computerstoreadandselect
theirfavouriteblogmessages
fromotherrappers....enjoyed
reportingback..inoursharing
circles.Ourtwoclassesloved
watchingPenrithPSPowerPoints.
ManlyVillage1SRapStars
adoredreadingBearandChook
somuchthatit’’ssadtosay
goodbye!...plantomake
‘‘hankyhats’’forourfamilies...
thoroughlyenjoyedreͲwriting
www.aslansw.org.au
theBearandChooksequence,
readingotherschools’’
comments,listeningtoLisaand
Emmareadthestory,answering
therapquestionseachweek
andwatchingtheslideshows
madebyPenrithPS.
RapcoordinatorCathKeane
notedthatPenrithPSStage2
studentshadcreatedwonderful
storiesandprocedures[located
intheGallery]....excellent[and
amusing]modelstosharewith
ES1andS1students.
7
ThesuccessoftheBearand
Chookbooksrapisanother
storyinitself,andthose
resultscanbeviewedat
http://rapblog6.edublogs.org
May2010
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References
McLean,I.2007,Circletimeandthe
schoollibrary:maximising
opportunitiesfortalkingand
listeningatPenrithPublicSchool,
Scan,26,4,pp4Ͳ7.
McLean,I.2009,Kindergarten
weavesawiki:Thelearnerstelltheir
stories,Scan,28,1,pp30Ͳ37.
Shanahan,L.&Quay,E.2002,Bear
andChook,Sydney,Hodder
Headline.
Shanahan,L.&Quay,E.2009,Bear
andChookbythesea,Sydney,
Hachette.
Todd,R.2004,Knowingandshowing
howschoollibraryprogramshelp
studentslearn[PowerPoint],Center
forInternationalScholarshipin
SchoolLibraries,Rutgers
<www.accessola.com/osla/toolkit/
Resources/knowing+Showing
_RossTodd.ppt>
SLAQ/IASL2010Conference
Diversity,Challenge,Resilience——Schoollibrariesinaction
BrisbaneConvention&ExhibitionCentre
27SeptemberͲ1October2010
Invitedspeakers
DrMichaelHough,MrJohnMarsden,
ProfessorEricaMcWilliam,DrNancyEverhart
http://www.slaq.org.au/events/2010/
Furtherreading
10waystouseyouredublogtoteach
[webpage]<http://edublogs.org/10
ͲwaysͲtoͲuseͲyourͲedublogͲtoͲ
teach/>
Parnis,R.&Rendes,V.2009,
Creatingdigitalstories:Jumpinto
storyboarding,Scan28,4,pp12Ͳ17.
Mason,R.&Casey,G.2007,Web
2.0forlearning:presentationto
teacherͲlibrarians,[PowerPoint],
CentreforLearningInnovation.
MultiͲtaskingkills....
...creativity,innovationandhumour,sosaysProductivityConsultant,ChristineGiri.
GoingbacktoarichdiscussiononOztlNetlatelastyear,whichwasfocussedonthemeritsofmultiͲasking,
Icameawaythinkingthatthejurywasstillout.
AccordingtoGiri,multiͲtasking,eg.answeringemailwhiletalkingonSkype,actuallyreducesproductivity,
asitleadstodistraction,andtheretainingofmoreirrelevantinformationinthemultiͲtasker’’sshortterm
memory!Ok,thatmakessense,butwhy?Shouldn’’titmeanthatwegetmoretaskscompleted?
Giriassertsthateachtasktakeslonger,thatis,forthetimeittakestocontinuallyswitchbetweentasks,
focusingononetaskatatimeisactuallyfaster.Thus,despitepopularperception,multiͲtaskingis
actuallyaprescriptionforslapdashorinferiorwork.Giridrivesthishomebyappealingtooursenseof
accomplishment...thatfeelingwegetwhenwehavefocussedintentlyonatask,haveblockedeverything
out,andhavefinishedwithasenseofachievement.
Agreatactionresearchprojectmightjustbelookingataclasswhoaregivenanumberofmediatowork
withagainstaclasswhofocusononetask.Worthago?
Reference
PSNews[nd]MultiͲtasking——don’’tdoit!Accessed17/3/10<www.psnews.com.au/PDpsn198story4.html>
~LGL
www.aslansw.org.au
8
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NEWSLETTEROFAUSTRALIANSCHOOLLIBRARYASSOCIATIONNEWSOUTHWALES
I love graphic novels as
they offer me something
different that mainstream novels just don’t
offer. The illustrations
bring me into the action;
it’s like I’m right there, in
the book.
...like there is this
barrier... reading a
novel with pictures is
only for nerds, but its
more then likely that
these novels will
encourage a passion for
reading in later life.
T
herecontinuestobeagreatdealofcuriosity
aboutgraphicnovels.Thisisevidencedby
anumberoffactors,ofwhichtheHollywood
filmtieͲinshavecertainlyhelped.Importantly
though,graphicnovelsarebeingembracedmore
andmorebypublicandschoollibrariesandnotably
theirusageintheschoolcurriculumisbecoming
moreacceptable.
...forgraphicnovelstocome
aliveinlearningandteaching
environments,wereally
needtoexaminemodelsof
effectiveteaching.
Intermsofacademicarticles,searchesperformed
ononlinedatabaseswillyieldmanyarticlesabout
graphicnovelsandtheirplaceinlibraries,but
importantly,forgraphicnovelstocomealivein
learningandteachingenvironments,wereallyneed
toexaminemodelsofeffectiveteaching.
Aswell,wealsoneedtobefamiliarwiththe
environmentthatyoungpeoplearegrowingupin.
Intheirarticle,UsingstudentͲgeneratedcomic
booksintheclassroom,Morrisonetal[2002]
suggestthat,byincorporatingpopularcultureinto
thecurriculum,teacherscanbridgetheseparation
manystudentsfeelbetweentheirlivesinandout
ofschool.
Byunderstandingthechangingnatureof
communicationandtheinterplaybetween
literatureandtechnology,teacherscanobserve
youngpeoplebeingcomfortableinenvironments
thatemphasizecreativityandefficiencythroughthe
integrationofgraphics.Andthis,Ibelieve,iswhere
www.aslansw.org.au
9
info@aslansw
ttexts,
n
e
r
e
f
f
i
D
imes. at
t
t
n
e
r
e
f
f
ian
di
erlibrar
h
er
ee,teac
AllisonL School,sharesh
el
Emmanu outtherise
n
sab
thought
novelsi
ic
h
p
a
r
g
of
andrise dteaching.
an
g
learnin
graphicnovelscanactasabridgebetween
students’’outsideworldandtheworldinsidetheir
classroom.AsStrauss[2004]notes:
Studentscanbegiventheopportunityto
usegraphicnovelsinordertoenhance
theircreativewritingskillsbycreating
theirown[graphicnovels].
Learningthroughthegraphicform
Studentscancreatefictionalgraphicnovelseither
individuallyorcollectively[seeinsetVisualliteracy
p10].
Forexample,theycandevelopanewspaperstyle
fourͲpanelcomicstripasanintroductiontoa
study.Thetechnologycanbeassimpleasusing
MicrosoftWordandgatheringpicturesfromthe
Internetorincorporatingdigitalphotographs.
Moresophisticatedsoftwarepackagessuchas
ComicLifewillalsoprovideopportunitiestocreate
realisticgraphicnovelsbyprovidingtemplatesand
otheroptions.
May2010
NEWSLETTEROFAUSTRALIANSCHOOLLIBRARYASSOCIATIONNEWSOUTHWALES
info@aslansw
Visualliteracy——panelanalysis
A
simplewaytousethegraphicnovelasatoolfordevelopingvisualliteracyistodevelopalesson
aroundpanelanalysis[Versaci,2008].Studentsaretaskedwithdescribingthevisualand
textualelementsofasinglepanelandthenhypothesizingaboutpossibledeepermeaningsthat
maycomeaboutfromananalysisoftheinterplaybetweenthetwo.Forexampleǣ
DesignyourowncomicThiscouldbebasedonstoriesalreadywritteninclassoronstoriesspecifically
createdforthecomicbookmaterial.ItcouldbealongtermprojectinthatitcouldbebasedonHSIE
topicssuchasExplorersortheHumanbody,oronSciencetopicssuchasEarthanditssurroundingsor
Builtenvironments,incorporatingbothfactualandfictionalelements.
Produceacomicbookcover...comeupwithownsuperheroorothercharacter
Studentscopy,traceandadaptexistingmaterialorusedrawingguidebooks.Fromtherestudentscan
beencouragedtoworkondevelopingtheirownideasandstyleǤ
Studentscanreviewgraphicnovelstitlesforthelibraryandproduceawrittenpieceabouttheones
theyliked
Thesecanthenbedisplayednexttothecollectionorcollatedintoaguideforperusalbyotherstudents.
Designcharactermasks
Studentscoulddesigntheirowncharactermaskandthenactoutthestripwhilewearingtheirmask.
Theycanthenbephotographedinactionandthesubsequentimagesformthebasisofthecomicstrip.
Thiscouldalsobeadaptedtoalivecomicwhereactualspeechballoonsarecreatedoncard,whichthe
actorsholdupatrelevantpoints.
Pairedreadingtext
Comicscanbeusedbetweenpupilsengagedinpairedreading.Olderpupilscanintroducethesetextsto
youngerpupils,encouragingdiscussiononenjoymentofthismedium,easeofreading,etc.
Debating
Therearemanyissuesraisedinthematerialabovearoundcomics,suchasfemaleandmale
stereotypes,thatcanbeusedasthebasisofadebatewithinclass.
TheselessonideashavebeenadaptedfromthewebsiteGraphicnovelsinthecurriculum,createdby
[email protected]/literacy/findresources/graphicnovels/section/
practical.asp
AsAmeliaCourtis[2008]writes
inherarticleabouttheuseof
ComicLifeintheclassroom,the
compositionofacomiccan,
involvearangeofskills
andcognitiveprocesses
and[sic]appealstomultiple
intelligences.
Creatingagraphicstory
withComicLifemayinvolve
composingandtaking
www.aslansw.org.au
photographs,creating
alogicalsequenceofeventsor
frames,writing,orillustrating.
Studentsmayhavetheoptionto
workindividuallyoringroups——
visuallearnerswouldgaina
greatdealfromsuchactivities.
Movingbeyondthenarrativeas
anactivity,suchsoftwarecanbe
usedforotherpurposessuchas
timelines,plotsummariesor
10
storymapping,aswellaslisting
information/facts[ibid,2008].
Trialcopiesofthesetypesof
softwareallowyoutouse
thembeforepurchasing.
Insummary,graphicnovels
havegainedagreatdealof
ground,bothintermsoftheir
popularityandtheirrangeof
readershipinrecentyears.This
hastranslatedintoagreater
May2010
NEWSLETTEROFAUSTRALIANSCHOOLLIBRARYASSOCIATIONNEWSOUTHWALES
willingnessbyteacherlibrarians
toexaminetheformatand
seehowitmightbeusedto
promoteliteracyandto
enhancecriticalthinkingskills.
Becausegraphicnovelsarea
formatthatcombinesvisual
imagerywithtexttocreatea
story,andbysodoingmimicking
themostcommonformof
informationweaccesstoday,
itseemsreasonabletoinclude
themintherangeofmaterial
thatwepresenttostudents
inordertofostertheirskills
ofanalysis.
Theselectionofsuitable
materialwillbeanissuewith
theformatbutcensoringsuch
materialdependsonmany
variablesincludingaudience,
location,cultural/religious
considerationsandsoon.
Hence,teacherlibrarians
shouldbewillingtoadapt
theirselectioncriteriawiththe
goaltoenhancingand
broadeningtheircollections
withgraphicnovels.
Inconclusion,Iofferthisgentle
reminderthattraditional
literacy[readingandwritingin
print]isnotsufficientinour
mediaͲdominatedsociety
[Schwartz,2006].
www.aslansw.org.au
Moreandmore
materialisbeing
accessed
electronically
through
computers,
mobilephones
andother
devices.
Thetypeof
informationis
alsochanging
anddeveloping.Forexample,
wehavewitnessedthegrowing
influenceofblogsandvideo
broadcasterssuchas
youtube.com.
However,inorderto
comprehendthisinformation
andmakeobservationsabout
thecurrentcultureweneedto
beabletosiftandinterpret
effectively.
Itisthisprocessofselection,
analysisandreflectionthat
requiresustobeabletoread
multipletextssuchasfilm,
television,andtheInternet[ibid,
2006],aswellasphotographs,
paintings,billboards,graphic
novels,etc.
Andfinally,letmeleaveyouwith
thiscommentfromSnowball,a
PhDstudentfromPerth,who
writesextensivelyaboutgraphic
novels.Sheremindsusthat:
You’’reactuallyreadingthe
picturesatthesametime
thatyou’’rereadingthe
words,soifyou’’renotused
toitthatcanbevery
difficult.It’’ssomethingyou
havetolearn.
Itissomethingthatwehave
tolearn!
11
info@aslansw
References
Courtis,A2008,Techmodule:
UsingComicLifeinthe
classroom.<http://cnx.org/
content/m18037/latest/
Schwartz,G2006,‘‘Expanding
literaciesthroughgraphicnovels’’.
TheEnglishJournal,45,8,pp.58Ͳ
64.
Snowball,C2009,‘‘Theliteratureof
comics’’.Teenagersreading[Blog]
http://teenageresearch.
wordpress.com/
MorrisonT,BryanG,ChilcoatG
2002,‘‘UsingstudentͲgenerated
comicbooksintheclassroom’’.
JournalofAdolescent&Adult
Literacy,45,8pp.758Ͳ767.
Strauss,V2004,‘‘Thinkingoutside
thebox,insidethepanel’’.
WashingtonPost,15June.
Versaci,R2008,‘‘Thisbookcontains
graphiclanguage:Comicsas
literature’’.Continuum
International,London.
ThefulltextofAllison’’spaper
canbefoundat
www.aslansw.org.au/
learning/2010/
Thechallengeforusisto
entertheworldofour
students,engagewiththe
worldtheyinhabitand
begintobuildthatgraphic
novelcollection.
Thechallengeforusisto
makegraphicnovels
legitimateinlearningand
teaching.~LGL
May2010
NEWSLETTEROFAUSTRALIANSCHOOLLIBRARYASSOCIATIONNEWSOUTHWALES
TheLivingLibrary
Fancyyourselfasabookabout
tobeloaned?ReadhowJenny
Uther,teacherlibrarianat
MonteSant’’Angelo,has
interpretedandsustainedThe
LivingLibrarymovementather
schoolandhowherstudents
haveembraceditsideology.
T
heLivingLibraryisa
global21stcentury
movementwhich
facilitatesreallifeinteraction
andcreatesopportunitiesfor
individualstolearnaboutThe
Other.TheLivingLibraryisan
eventwherethebooksare
humanbeingswhoare
borrowedbyreadersfor
personaldialogueaboutsuch
issuesasfaith,disability,culture
andlifeexperience.
TheLivingLibrary,nowalso
calledtheHumanLibrary,
originatedinEuropearound
2000.Beginningasanevent
heldatfestivalsinitiatedto
combatyouthviolence,itwas
lateradoptedinpubliclibraries
byprogressivelibrarianswho
sawitasanopportunityto
expandtheirlibraries’’social
justiceagendasinnewand
interestingways.
LivingLibraryeventsarenow
heldaroundtheworld,enjoying
aninternationalonline
presencethroughsitessuchas
HumanLibrary.organdLiving
LibrariesAustralia.
BenefitsofLivingLibrary
TheLivingLibraryisarefreshing
wayinwhichwecansupport
thevalues,ethos,pedagogyand
teachingandlearningpractice
ofschools.
www.aslansw.org.au
Itcanprovideteacher
librariansandtheirlibraries
withtheopportunity
toleadinbestlibrarypractice
astheymeaningfully
engagewiththeschooland
widercommunity.
AtMonte,Ithasprovideda
forumforauthenticlearning
andhashelpedtobuild
emotionalliteracyinthe
readersastheysee,converse
withandlistentoalivingbook.
Importantly,theselivingbooks
areoftenpeoplewhomour
studentsmightnever
otherwisemeet.
Byengaginginsuchintimate
conversationswiththeliving
bookswhoarevisitingthe
school,readersareableto
personalisetheirownlearning.
Theyalsodeveloptheskillof
listeningtolearnandpractice
readingbodylanguageand
facialexpression.
Furthermore,contactwith
livingbooks,whohavesuch
diverseexperiences,
encouragesstudentsto
developascitizensbeyond
theirclassrooms.
LaunchingLLatyourschool
Itisimportanttoscheduleyour
LivingLibrarydaywellin
advance.AtMonteSant’’
Angeloweruntheeventover
severalperiodsandrecessin
theweekbeforeBookWeek.
Considerationneedstobe
givenastohowtosourcethe
books.Manyofourbooks
havecometousthroughthe
staff,student,parentand
alumnibodies,aswellas
12
info@aslansw
Theeventalsoneedstobe
widelypromotedbothto
studentsandthewider
community.Butbewarned!As
nearlytwohundredstudents
wereinvolvedatMonte,
dealingwiththenittygrittyof
reservationscanbequitetime
consuming!
ThesuccessofaschoolͲbased
LivingLibraryeventrestson
individualstudentshaving
personalreadingswiththe
books,thereforeitrelieson
studentsbeingreleasedfrom
class.Hence,thesupportand
cooperationofteachersis
alsovital.
TheMontestudentswhohave
readourbookshavefoundthe
experienceengagingand
informative.Theyhave
reflectedaboutthepowerof
personalconversationasaway
ofconnectingandbreaking
downbarriersandhavelearnt
thatlivingbooksarefarmore
thanjustwords.
Forthebooksthemselves,it
hasbeenanopportunityto
speak,unmediated,andto
beaffirmed.
Onebooksaidtheexperience
putherintouchwithherown
feelings,andanother
commentedthathehopedto
leavealastingimpressionby
breakingdownstereotypesand
openingthestudents’’eyestoa
worldthatwasverydifferentto
theirown.
Andso,ifyouarelookingfor
x alowcostopportunityto
refreshandrevitalisethe
May2010
NEWSLETTEROFAUSTRALIANSCHOOLLIBRARYASSOCIATIONNEWSOUTHWALES
Whomakesagoodlivingbook?
typesofeventsyouholdin
yourschoollibrary,
Firstly,someonewhounderstandsandsupportstheethosofthe
LivingLibrary,andthen,someonewho:
x achancetoleadand
innovateinschoollibrary
practice,and
x iscomfortabletalkingtoyoungpeople,
x canlistenactivelyaswellasspeak,
x makeavitalcontributionto
yourschool’’scommunity
byreinforcingvaluesand
learning,
thenholdaLivingLibraryDay.
Wehaven’’tlookedback.~JU
info@aslansw
x ispassionateandwantsotherstounderstanddiffering
lifestyles,
x isethicallycharged——answersquestionshonestly,and
x doesn’’tpreach.
Researchsupportingthepractice——HumanLibrary
...ratherthanabandonuniversalvaluesashopelessordangerous,weneedtobegin
constructingthevaluesthatmightleadstrangerstodroptheirparticularitiesand
embraceeachotherasbrothers[Guilfoylein‘‘CultureWars’’Theuniversalnextdoor,
August2008,<www.culturewars.org.uk/index.php/site/article/the_universal_next_door/>]
Allport,inhisseminalworkThenatureofprejudice,exploresprejudice——racial,religious,ethnic,economic
andsexual——andofferssuggestionsforreducingthedevastatingeffectsofdiscrimination.Heconsiders
thevaluesandbeliefsthatwebringtointerͲethniccommunication.Hisworkunderpinsthegoalsof
LivingLibraries——thatpersonalcontactwithcharacterscancounteractjudgmentbasedonstereotypes.
GarbutthaspresentedfoodforthoughtinhispaperThelivinglibrary:sometheoreticalapproachesfora
strategyforactivatinghumanrightsandpeace[http://humanlibrary.org/assets/files/
Garbutt_LivingLibrary.pdf]andcitesAppiahandAnginsupportoftheroleofconversationsinsocieties
wherelivingalongsideothersisinevitable.Hecontendsthattherightconversationshavetheabilityto
breakdownbarriers.
Givingvoicetothevoiceless,settingupconversationsarounddifferences,andbeinglistenedtoare
addressedinGarbutt’’spaperandhepaysdirecthomagetotheworkofBickford[1996listeningtheory],
whostressesthatboththerighttobelistenedtoandtherighttobeheardaremainstaysofcitizenship.
ReadtheMLACaseStudiesarticleLivingLibraryatNorfolkforsomemoreideasregarding
implementation[http://research.mla.gov.uk/caseͲstudies/displayͲcaseͲstudy.php?prnt=1&prjid=447]
ListentothepodcastDon’’tjudgeabookbyitscoverABC’’sStreetStoriesforinsightonLismore’’smonthly
LivingLibrary[www.abc.net.au/rn/streetstories/stories/2007/2028299.htm]
NoteLivingLibrary[HumanLibrary]shouldnotbeconfusedwiththecommercialentityLivingLibrary
referencesuiteforsecondaryschools<www.livinglibrary.co.uk>
~LGL
www.aslansw.org.au
13
May2010
NEWSLETTEROFAUSTRALIANSCHOOLLIBRARYASSOCIATIONNEWSOUTHWALES
RSS
info@aslansw
with Di Laycock
...acolumnofsnippetsdesignedto
entertain,informandinspire.
RSSinfo@aslansw
Fastfoodandreading
W
hatdofastfoodandreadinghavein
common?Alittletoomuch,according
toThomasNewkirk,authorofSlow
reading[EducationalLeadership,March2010].
Commensuratewiththeincreasedpaceofsocietyin
general,we'repushingourstudentsintofast
readingthroughassessmentstrategiesandreading
challenges,saysNewkirk,thatfocusonthequantity
thatisread.
AccordingtoNewkirk,'thetermtasteappliesto
bothliteracyandeating.Andtotaste,wehaveto
slowdown'.Thejourneyofreadingseemsno
longerimportant,hesays,asreadinghas'become
aformoffastfoodtoconsumeasquicklyas
possible,justonemoreculturalcelebrationof
speed'.Andinthequestforextrinisicreward,we
mustaskourselves:whendoourstudentshave
timetotastewhatthey'rereading,tosavourthe
pleasureofeverymouthfulandtodiscovernew
experiences?Andwhendotheygetthe
opportunitytoaskformore?
Inadvocatingthatwehelpstudentsslowdowntheir
reading,Newkirkseekssupportfromrenowned
mediatheoristNeilPostman,authorofTeachingas
aconservingactivity(1979).AccordingtoPostman,
themajorroleofeducation'istohelpconservethat
whichisnecessarytoahumanesurvivaland
threatenedbyafuriousandexhaustingculture'.
Andsoontheonehand,whileschoolsshould
attendtohelpingstudentsdevelopknowledgeand
skillstobeliterateinadigitialenvironmentwhere
readingandwritinginabbreviatedformsprevail,
theyshouldalsoattendtopreservingtheartof
readingforpleasureinordertoconservethesounds
andrhythmsofthehumanvoicethatareoffered
throughslowreading.
Sohowdowepromoteslowreading?Newkirk
www.aslansw.org.au
14
offersanumberofstrategies:memorizingpartsof
textstosupportandcomfortusthroughlife;
attendingtocarefullyconstructedbeginningsthat
createan'itchtobescratched';readingaloud;
rethinkingtimelimitsinreadingͲbasedtasks,
annotatingapage'toprobethecraftofawriter';
readingpoetry;andsavouringpassages.
WhilstNewkirknotesthatthesestrategiesaren't
new,hehighlightsthatthey'llhelpusbettertaste
ourreading,perhapstothepointthatwenever
finishthemeal!
Fromreadingtowriting
Continuingthefoodanalogy,iftherewasaneasy
recipeforwritingthenwe'dallbedoingit!
However,whilstmanyofusaredestinedtoremain
homeͲkitchencooks,somemasterchefshave
sharedtheirsecretrecipesforwritingthrough
theBritishnewspaperTheGuardian
(<www.guardian.co.uk/books/2010/feb/20/tenͲ
rulesͲforͲwritingͲfictionͲpartͲone>).Hereyou'll
find10dosanddon'tsforwritingfromastringof
worldͲrecognisedauthors.
Amongstthemanyusefultipsthatareworthyof
discussionwithstudents,herearesomeofmy
favourites:
HilaryMantelIfyougetstuck,getawayfromyour
desk.Takeawalk,takeabath,gotosleep,makea
pie,draw,listentomusic,meditate,exercise;
whateveryoudo,don'tjuststicktherescowlingat
theproblem.Butdon'tmaketelephonecallsorgo
toaparty;ifyoudo,otherpeople'swordswillpour
inwhereyourlostwordsshouldbe.Openagapfor
them,createaspace.Bepatient.
AnnieProulxDevelopcraftsmanshipthrough
yearsofwidereading.
May2010
NEWSLETTEROFAUSTRALIANSCHOOLLIBRARYASSOCIATIONNEWSOUTHWALES
info@aslansw
Bookfriends...thenonͲwebnetwork
D
arcyEikenberg[www.coachdarcy.com]isacoachingconsultant.Shebelievesthatstories
discloseourcharactersorindeedtellusthecharactersweneedinourlives.Whynottrythis
ideawithyournextstorytellingclassorcreateyourowncontext?
Preamblefortheactivity
Ifyourrelationshipswerebasedoncharactersinstories,whomighttheybe?Whowouldyouconsider
themoreintriguingcharactersinyourlife——thevillains,thepollyannas,theheroes,thecomicrelief,
yourconfidante——andwhowouldyouhangoutwith.
UsingEikenberg’’snomenclature,youcanturnthisideaaround.Giveyourstudentsthefollowing
personalitiesandletthemdecidewhotheywouldchoose...fromwhatbook...andwhy?Getthemto
buildtheirfacebookcommunitythroughidentifyingbookfriendsfromeachofthefollowing
personalities:
Examples
Villain
weallneedalittlevillainyinourlives[e.g.TheJoker?].
Confidante youareburstingtovent,togossip,totellall...humancondition[e.g.JaneEyre?].
Sidekick
thatspecialpersonwhowoulddoanythingforyou[e.g.RonWeasley?].
Nowyoutrysome
Comicrelief
wedoneedtolaughandlaughoften.
Mirror
ournonͲjudgingfriend,thatpersonwhocanholdthatmirrorup.
Cheerleader
whenwefumble,thecheerleaderisthereforus.
Director
aleaderbutknowswhentoletyoushine,sometimescantakeoverthedirection.
Shadow
thatcharacterthatkeepsyouonyourgame.
Guardianangel alwaysthereforyouinsomeway.
Sage guidingyouthroughthepitfalls;wisdom. Somethingtoconsider
W
ritersNicholasCarr(Isgooglemakingusstupid?),RickMoody,whorecentlywroteastoryon
Twitter,andTIMEmagazinebookreviewerLevGrossmantalkaboutthefutureofwritingand
readingnowthatwehaveeͲbooks.ReadHowEͲbookswillchangereadingandwriting
MorningEdition,NPR,December30,2009.Read<www.npr.org/templates/story/story.php?storyId=
122026529>.
Mangen’’sarticleHypertextfictionreading:HapticsandimmersionlooksatreadingasamultiͲsensory
activity,entailingperceptual,cognitiveandmotorinteractionswithwhateverisbeingread.Withdigital
technology,readingmanifestsitselfasbeingextensivelymultiͲsensory——bothinmoreexplicitandmore
complexwaysthaneverbefore.Indifferentwaysfromtraditionalreadingtechnologiessuchasthe
codex,digitaltechnologyillustrateshowtheactofreadingisintimatelyconnectedwithandintricately
dependentonthefactthatwearebothbodyandmind——afactcarryingimportantimplicationsforeven
suchanapparentlyintellectualactivityasreading,whetherrecreational,educationaloroccupational.This
articleaddressessomeimportantandhithertoneglectedissuesconcerningdigitalreading,withspecial
emphasisonthevitalroleofourbodies,andinparticularourfingersandhands,fortheimmersivefiction
readingexperience[JournalofResearchinReading2008,31,4,404Ͳ19].
www.aslansw.org.au
15
May2010
NEWSLETTEROFAUSTRALIANSCHOOLLIBRARYASSOCIATIONNEWSOUTHWALES
info@aslansw
THINGSTODO!THINGSTOREMEMBER!
2010
NominationsopenforASLA(NSW)Awards
JohnHirstAwardJohnHLeeMemorialAwardASLA(NSW)TeacherLibrarianoftheYear
Criteriaavailableat
www.aslansw.org/award
June18
CBCAConferenceImaginethis!Imaginethat!Sydney
September27
SLAQ/IASLConferenceDiversity,challenge,resilience——Schoollibrariesinaction
Brisbane
Farewell Sharon
ASLA(NSW)executiveandcommitteefarewellSharon
McGuinness,VicePresident——Advocacy,2008Ͳ2010.
WeextendoursincerethankstoSharon,whohasbeenasteadfastmemͲ
berofexecutiveandliaisontotheEditorinfo@aslansw.
ASLA(NSW)Executive
KenBrock
President
NationalCouncillor
[email protected]
AnniTokatlian
VicePresidentAdministration
[email protected]
AnnePlowman
VicePresidentProfessionalLearning [email protected]
NationalCouncillor
AndreaLovell
Treasurer
[email protected]
NeryleSheriden
Secretary
[email protected]
ASLA(NSW)Committee
CaronBaumgartner
[email protected]
VictorDavidson
[email protected]
JenniferDyer
[email protected]
AilsaHolmesͲWalker
PTCRepresentative
[email protected]
DianeJohnston
Webmaster
[email protected]
PetaNewsam
[email protected]
BillSommerville
[email protected]
POBox1336
ParramattaNSW2124
[email protected]
Phone/Fax0298904618
ExecutiveOfficer
AnnmareeYeaman
Editorinfo@aslanswLindaGibsonͲLangford
www.aslansw.org.au
[email protected]
May2010