Core Steps in Decision Making

Harvey, T. R., Bearley, W. L. & Corkrum, S. M. (2001). Core steps in decision making

This article suggests a practical guide to problem solving within organisations, though not specifically related to the educational field the steps are easily transferable.Leaders spend much of their time making decisions or facilitating others in solving problems and so the authors suggest a 6 step approach to successfully negotiate decision making and problem solving.

The six steps are : 

• Mind-set
• Problem Definition
• Solution Criteria
• Possible Solutions
• Solution Choice
• Implement (action)

Human Interaction heavily impacts throughout the process and determines success and failure.

Quality Management

Collaboration is the key for T/L's.  It is refreshing to read about Quality Management in regards to the school context Streeton Primary School (2000), ‘The 12 quality principles’.. It confirms the idea of leading from the middle and collaboration being the key for T/L's.  Collaborate with Staff and Students and lead from the middle.

School's as Organisations

School's are organised therefore are organisations.  I think this is a dangerous way to think of schools unless of course you specify the most important aspects of schools as that of a Learning Organisation as outlined by Peter Senge: "learning organisations" [are] where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning together" (p3) in Senge, P. M. (2007). "

Donham & Leadership

I found it interesting reading Bennis' (1999) characteristics as applicable to T/L's. Reading further I like the idea of leading from the middle and in more of a collegiate role. The main them that continued throughout the article was the importance of T/L's having a Vision for their library in line with the goals of the school.
As for keeping a journal it really does take me a lot of time to collate my thoughts into something which I would like to share on my Blog however, I agree it is a worthwhile challenge for me.

ETL 501 – Website Evaluation

Activity 1

Overall the Cyberguide Ratings covers  all the criteria needed for evaluating a website generally, however  I think that is all it does.  I think it could also ask about the level of language and whether or not the site will engage the intended users.  It needs educational criteria added in.

The TL needs to consider sets of criteria that include educational criteria.

Activity 2

Other things I would add would be:

·         Is there a sponsor of the site?

·         When was the information collected? In addition to date last updated

·         Does it contain a search function?

·         Is it appropriate for use by students within a classroom.

Activity 3

I really liked Schrock, K. (2009b). The 5 Ws of website evaluation. Retrieved July 6, 2012. As it can be taught to the students as well as staff.

I would add :

·         Is it easy for all students to navigate?

·         Will it motivate and engage the students rather than distract

Are there too many advertisements?


I found two fabulous search engines for younger children and both are blocked by the DEC portal.
(Duck Duck Go & Twurdy.com) Twurdy ranks sites found according to reading levels and Duck Duck Go only shows a handful of results with children in mind on each page. Hallelujah! 

Information Resources – ETL501 Thread Topic 2

All in all I think this is a topic that will be hotly debated for years.  In the primary school library though reference materials are still relevant and can be used as a teaching tool for things as simple as using alphabetical order, Contents pages, glossaries and index’s.

Obviously the information in print encyclopaedias is out dated but still can be used as background reading for research topics.

Wikipedia can also be used as a teaching tool when it comes to establishing authority of information or it can be used as background reading for research topics.  I encourage students not to use it all.

The search for Online atlas and bibliographical tools was quite frustrating with the many different search engines.  I do like http://duckduckgo.com/.

Topic1: Resource Provision ETl 501

Resources Provision – considerations for the TL   Topic 1 ETL 501

·         Whilst trying to resource this area of work I realised that I needed some basic knowledge and background information on the topic. I also needed to know how the teacher was going to be teaching this subject and what their expectation was.

·         Collaboration with the teacher is really important. There needs to be an understanding of their teaching style, a basic knowledge of the students and their abilities so resources can be differentiated to cater for all ability levels. (Combes, 2012, Herring, 2007, p.33-34)

·         Time is important – need to do research to find the information.

·         Not all resources have to be websites and digital.

·         Need to be aware of the stage of development and range of abilities the resources are aimed at.

·         Can see that using the Blooms taxonomy framework ensures you do use a variety of resources and formats, virtual, print, physical etc.

·         In the application objective, a water study could be completed with the children at a local waterway.

·         A wider range of sources of information are available, from government, educational, social, so different perspectives can be gained – but no one authoritative source.

When resourcing the teaching context. Example: Three key types of information needed by a new geography teacher could include:

·         New ideas, concepts and information to help plan lessons (Combes 2012, Herring, 2007, p.33) – Syllabus documents and BOS site to see which outcomes are to be achieved.  Tale and current websites for up to date information.

·         Teaching resources (Combes, 2012, Herring, 2007, p.33) – A list of resources that are currently available through the library including websites, posters, technology and other media.  The teacher needs to know what information is available for use.

·         Information resources to help students learn and for teacher to expand own knowledge. (Combes, 2012) – e.g