WEB 2.0 TOOLS and the SCHOOL LIBRARY: INTRODUCTION – ETL501 MODULE 5

One of the key developments in ICT in schools in recent years has been the emergence of Web 2.0 and its associated tools/utilities. The emphasis of Web 2.0 in school based education is on sharing ideas and information, and on the creation of websites, not only by experts or institutions, but by teacher librarians, teachers and students. Participation, interaction and engagement are key elements of Web 2.0.

Web 2.0 provides teacher librarians and other educators with a range of tools which can be used to:

·        improve information literacy outcomes;

·        provide students with access to mediated resources;

·        allow students to participate creatively on the web; and

·        encourage collaboration between teacher librarians, students and teachers.

Go to Discovery Education, Web 2.0 tools Website

Web 2.0 allows you to:

Presentation tools:

·        Share presentations anytime, anywhere and with anyone.

·        Simple and accessible.

·        Slideshare, http://www.wiziq.com/

·        Prezi http://prezi.com/ presentations

·        Picsviewr http://www.picsviewr.com/ turns flickr photos into slideshow presentations

·        Instead of PowerPoint

 

Video Tools:

·        Animoto.com http://animoto.com/

·        Animoto.com/education http://animoto.com/pro/education

·        Gizmoz.com use animation http://gizmoz.com/

·        Photopeach.com http://photopeach.com/  slideshows with music

Mobile Tools:

·        PollEverywhere.com create survey experiences from your mobile device http://www.polleverywhere.com/

·        Drop.io share files and collaborate in real time by web, email, phone, mobile and more.

·        Phone.io free voicemail, conference calling, podcasting and more

·        Jott.com voice to text

Community Tools

·        Edmodo.com https://www.edmodo.com/ social platform for students and teachers

·        Googledocs real time online collaboration https://accounts.google.com/ServiceLogin?service=writely&passive=1209600&continue=https%3A%2F%2Fdocs.google.com%2F%23&followup=https%3A%2F%2Fdocs.google.com%2F&ltmpl=homepage

·        Wikispaces.com create your own wiki http://www.wikispaces.com/content/private-label/k-12          

·        PBWorks.com Collaborative learning for schools

·        Ning.com create your own social network http://www.ning.com/

·        Classroom 2.0 – online community for teachers http://www.classroom20.com/

·        Yugma – desktop sharing and collaboration.  Host webinars, audio and video conferencing https://www.yugma.com/

·        Smartboard revolution – whiteboard file sharing (have another look at this as website was under maintenance http://smartboardrevolution.ning.com/

·        Creative commons.com – share and remix media legally http://creativecommons.org/

Related Links

·        Wordle.net – creative word cloud generator http://www.wordle.net/

·        Glogster – poster yourself with multimedia.  Uses pictures, symbols, sound, video  http://www.glogster.com/http://edu.glogster.com/

·        Voicethread – share images, docs and video.  Voice and video http://voicethread.com/#home

·        Smilebox – online scrapbooking, invitations, collages, cards and slideshows http://www.smilebox.com/

·        Makebeliefscomix – make you own comics http://www.makebeliefscomix.com/  This is awesome!!!

·        Class Blogmeister – blogging for classrooms http://www.classblogmeister.com/

·        Dabbleboard – online whiteboards and organisers http://www.dabbleboard.com/ Defunct I think

·        Wiziq – share slides, whiteboards and more http://www.wiziq.com/ more for online teaching

 

What do you think are the key aspects of Web 2.0 that are likely to impact on education in today’s schools?

·        Working collaboratively with others

·        Creating publications that can be accessed and viewed asynchronously

·        Education authorities blocking social networking sites (Hauser, 2007, p. 48)

·        Offer internet safety training in schools, eg, i-SAFE and WebWiseKids (Hauser, 2007, p. 48)

·        Teach pros and cons of web content while demonstrating web 2.0 tools

·        Consider copyright when adding content to the web.  Give attributions and links to other websites (Hauser, 2007, p. 48)

·        If using music or graphics, go to Creative Commons or Royaltyfreemusic.com (Hauser, 2007, p. 48)

·        Web 2.0 tools are user or learner-centric tools, which support constructivist approaches to teaching and learning (Bates, McClure & Spinks as cited in O’Connell, 2012, p. 5)

·        TLs must understand, teach and make use of personal learning environments

·        TLs and schools must bring services and programming to every student and teacher throughout the school, wherever learning takes place in new spaces and places, to prepare our students for the digital world of work (O’Connell, 2008, p. 52)

·        TLs need to develop the library catalogue and define the required metadata so that the automated capabilities of these systems allow students to find and access information easily (O’Connell, 2008, p. 54).  Eg, incorporating ‘federated searching’ in the library catalogue, which is the ability to simultaneously search multiple data sources (O’Connell, 2008, p. 55). 

·        Students will need to be taught how to use web 2.0 to devise a search strategy.  Students need to be familiarised with the differences between natural language, visual, clustering or metadata search engines in order to appreciate ‘Search 2.0’ versus traditional search (Ezzy as cited in O’Connell, 2008, p. 56).  Explain about the tools available for searching the deep end of the web for information that can only be found by very specific and direct queries (Turner; Trinity College, as cited in O’Connell, 2008, p. 56). 

·        Provide students with training in how to use tagging and RSS feeds for information gathering and sharing (O’Connell, 2008, p. 59)

 

What are the opportunities here for teacher librarians?

There are different mechanisms and web 2.0 tools through which students can organise and present their learning and information.  It provides many different options and a variety of formats for the TL to implement in order to keep students engaged with their work as well as learning new skills. 

It provides student with opportunities for participation, interaction and a wider audience for their completed work.  Responding to the work of others, evaluating and reflecting are all important skills which can be developed through the use of web 2.0 tools.

The links to web 2.0 tools provided by Discover Communications (2013) provides web 2.0 tools that can be used in primary and high school contexts, which as a primary school TL is great!  I especially loved makebeliefscomix.

Engaging in the use of web 2.0 tools and publication on the web reinforces the fact that anyone can create anything and put it on the web, so evaluation of information is important.

TLs can create their own topic search tool or book review finder for students to use.  They can develop curation tools and other tools, connect them to the school library website for student and teacher use.  TLs can create social networking spaces as virtual learning and collaboration spaces.  TLs can use RSS feeds and tagging to deliver professional learning programs, news and information.  They also need to develop online tutorials, videos, audio podcasts, slideshows and more as part of a skill-development toolkit for students to access (O’Connell, 2008, pp. 58-60).

Teacher librarians can also (Hauser, 2007, p. 7):

·        Teach information literacy and media literacy through Web 2.0 tools

·        Learn about web 2.0 tools in order to keep up-to-date with students who already use them.

·        Collaborate with colleagues

·        Implement student projects

·        Share information with students, staff and parents

·        Web 2.0 tools support innovation (O’Connell, 2012, p. 6)

·        Web 2.0 tools develop communication and collaboration (O’Connell, 2012, p. 6)

·        Web 2.0 tools support research and information fluency (O’Connell, 2012, p. 6)

·        Web 2.0 tools develop critical thinking, problem solving and decision making (O’Connell, 2012, p. 6)

·        Web 2.0 tools develop digital citizenship (O’Connell, 2012, p. 6)

·        Web 2.0 tools develop technology operations and concepts (O’Connell, 2012, p. 6)

 

TLs can also use the social web for their own development.  They can understand and make use of (O’Connell, 2012, p. 6):

·        Personal learning environments – rely on people we connect with through social networks

·        Personal learning networks – knowing where/who to go to for professional content

·        Personal web management tools – for tracking and powering our professional organisation/library

·        Cloud computing – access between sources and devices

·        Mixed reality environments – adopting e-devices

·        Content curation – utilising web services to filter and disseminate resources, news and knowledge prompts

TLs can become models and leaders in lifelong learning by being proactive within the school community and participating in professional dialogue regarding web 2.0 tools and their use in (O’Connell, 2012, pp. 6-7):

·        Curriculum and innovation – PBL, GI, Virtual and gaming environments

·        Digital divide and credible online information

·        Digital citizenship

·        Global sharing of leading practice and resources to support the 21^st century learner, ie, web 2.0 tools

·        Community development – professional conversations, student development, staff development, contributing to and supporting school visions and missions

Can teacher librarians afford to ignore Web 2.0 tools?

I don’t think TLs can afford to ignore web 2.0 tools because the technology used and the collaborative skills required are those that students will be expected to use in the workforce.  So in preparing our students for lifelong learning we must be equipping them with the skills to function in the 21^st century – using digital technology and working collaboratively.

Web 2.0 tools are user or learner-centric tools, which support constructivist approaches to teaching and learning.  TLs cannot ignore them because they support the current pedagogy in teaching and learning today (Bates, McClure & Spinks as cited in O’Connell, 2012, p. 5)

TLs cannot afford to ignore Web 2.0 tools because they also support the three areas of influence as outlined by Stanley (as cited in O’Connell, 2012, p. 5):

1.    Information fluency – collaborating in virtual environments and delivering material resources online.

2.    Digital citizenship – understanding responsible and ethical use of information, and maintaining safe online practices

3.    Digital storytelling – creating, collaborating and sharing in a range of mediums

Web 2.0 tools play an important role in supporting the development of transliteracy (Ipri, as cited in O’Connell, 2012, p. 5) and meta-literacy (Mackey & Jacobson, as cited in O’Connell, 2012, p. 5).  Web 2.0 tools support the development of transliteracy which is a term used to explain “being literate in the 21^st century, where the relationship between people, technology and the social meaning of literacy is recognised in past, present and future modalities” (Ipri, as cited in O’Connell, 2012, p. 5).  Meta-literacy refers to information literacy which acknowledges that information takes many forms online and is produced and communicated through multiple modalities.  Meta-literacy brings together “multiple literacy types and places a particular emphasis on producing and sharing information in participatory digital environments” (Mackey & Jacobson, as cited in O’Connell, 2012, p. 5).  So web 2.0 tools are necessary for the TL in the teaching of transliteracy and meta-literacy, and therefore cannot be ignored.

TLs must be leaders in future learning, 21^st century learning and as such must embrace and teach the use of web 2.0 tools.  Web 2.0 tools are interesting and can be used to engage students in reading, writing, exploring, explaining, thinking and deducting in our multi-modal, multi-literate 21^st century environments (O’Connell, 2012, p. 7).

References

Discovery Communications. (2013). Web 2.0 tools.  In Discovery education.  Retrieved on September 20, 2013 from http://web2012.discoveryeducation.com/web20tools.cfm

Hauser, J. (2007). Media specialists can learn web 2.0 tools to make schools more cool. Computers in Libraries, 27(2), 6-8. Retrieved from Charles Sturt University Library.

O’Connell, J. (2008). School library 2.0: new skills, new knowledge, new futures. In P. Godwin & J. Parker (Eds.), Information literacy meets Library 2.0 (pp. 51-62). Retrieved from Charles Sturt University.

 O’Connell, J. (2012). Learning without frontiers: School libraries and metaliteracy in action. Access, 26(1), 4-7. Retrieved from Charles Sturt University Library.\

 

ETL504 TEACHER LIBRARIAN AS LEADER – MODULE 6.1 FORUM POSTING

In this subject you have been reading and exploring key aspects of leadership strategy:

·        Leadership – both from an organisational perspective and curriculum / teaching and learning.

·        Innovation and change

·        Communication

·        Planning

In the forum discuss how you can approach developing your leadership role in your school using Simon Sinek’s “why” and your purpose in education. What is it that makes me (as a TL) unique in the school, what can I do?

Once again the importance of a moral purpose or belief underpinning and guiding the actions of an organisation, school or library is emphasised. 

If you focus your actions on your belief, your purpose, your vision, you will inspire others to join in and contribute to that vision.  People will buy into that vision (Sinek, 2008).  Therefore, having a clear educational vision of the role (or the purpose) of the library guiding all your actions, is important in attracting people in supporting and building that vision.  It will inspire others to join and buy into your vision.

The vision must be an educational one which is tied to the strategic outcomes of your school and your education system (Combes, 2009). As TL the vision needs to be about developing information literate students who are able to build knowledge through active learning in a digital and print landscape (O’Connell, 2012, p. 224).

Communicate your vision through conversations, professional dialogue, staff meetings, collaborative planning, demonstrations/modelling, and by being proactive in the school community.  If it is a good vision with a moral purpose, members of the school community will buy into that vision and contribute to it, support it and be inspired to achieve it (O’Connell, 2012, p. 224; Belisle, 2005; Sinek, 2008).  Modelling the behaviour, the strategies, and the enthusiasm required to achieve the vision (the How and the What) is also required to achieve it (O’Connell, 2012, p. 224; Belisle, 2005, p. 78; Sinek, 2008). 

As a classroom teacher I have always programed, for example in English, by selecting the targets/focuses for a unit of work and driving all learning experiences in reading, writing, talking and listening towards the achievement of those targets.  Effective communication, teaching concepts in context and across contexts, explicit and high expectations were all applied to drive the achievement of the targets/outcomes.  As TL I will apply the same technique to the library vision, driving all communication and all actions towards the achievement of the vision.  Zmuda and Harada (2008, p. 1) also advocate the need to “practice a mission-focused mindset that empowers school leadership teams to drive school improvement.”

As TL I can use Simon Sinek’s WHY and my purpose in education to:

·        Inspire colleagues through modelling the desired behaviour, professionalism, and teaching strategies: those that promote high standards and achievement of the vision (Avolio, Walumba & Weber, 2009, p. 423; Dinham, 2005, cited in Dinham, 2007, p. 268).   (Authentic leadership)

·        Model and communicate results from evidence based practice at staff meetings or during collaborative planning sessions.  I can lead a drive in improvement through the use of a cycle of inquiry based on evaluating student work, teaching practices, and the use of innovative ideas.  Modelling and instructing others in this practice will lead to improvement in teaching and student learning outcomes (the vision) (ALIA & ASLA, 2004; Lamb & Johnson, 2004-2010; Knapp, Copland & Swinnerton, 2007, pp. 85, 99).  (Instructional leadership)  Zmuda and Harada (2008, p. 3) stress the importance of combining these actions in a collaborative setting with a mission-centred belief.  They also advocate focusing on a handful of improvements, which is what I will do as TL.

·        Provide professional development opportunities for colleagues, in addition to leading through collaborative efforts (Pashiardis & Savvides, 2011, p. 424; Møller et al., as cited in Pashiardis & Savvides, 2011, p. 414).  (Instructional leadership)

·        Equip staff with the strategies and skills to improve practice through cycles of inquiry, so staff can then lead others in the same process.  I can provide leadership opportunities for colleagues by allowing them to share/present strategies and results, and work with others, while continuing to improve student learning outcomes (Van Horn 2006; Vernon-Dotson, Rodrigues, & Belcastro, as cited in Vernon-Dotson, 2012, p. 39). (Distributed leadership) 

·        Develop a strategic plan to achieve the WHY, the vision, and implement it, communicating progress along the way (Wong, 2012)

·        Involve the school community in developing the strategic plan so they have ownership of the vision and by the conclusion of the process, everyone will have a shared purpose and a clear understanding of why the library is providing the services it provides (Nelson, 2008, p. 4).

·        Work collaboratively with staff to counteract isolationism.  I would work strategically with staff, including those in specialist roles,  as a co-operative unit, sharing talents and resources in order to achieve the belief/vision/goals (Zmuda & Harada, 2008, p. 4).

·        Communicate – clearly communicate the vision and strategies to achieve it; taking time to listen and explain; encouraging others; consistent advertising of progress and achievements;

·        Support colleagues through: collaborative work; providing resources, knowledge and ideas; time to discuss, plan, assess, evaluate; professional learning;  

·        Develop trust through reliability, support, encouragement, commitment, being organised, modelling best practice;

·        Build relationships with colleagues through working together, openness, sharing, communicating, supporting;

·        Set high standards – Set and maintain high standards inspires others to do the same;

These actions work with modelling behaviour, being an active learner, evidence based practice, innovative ideas, being organised, showing commitment, inspiring others, openness and collaboration to build the vision of the school library, which is to support the teaching and achievement of student learning outcomes and the vision.

References

Australian Library and Information Association & Australian School Library Association.  (2004).  Standards of professional excellence for teacher librarians.  Retrieved from http://www.asla.org.au/policy/standards.aspx   

Avolio, B., Walumbwa, F., & Weber, T. J. (2009, September 14). Leadership: Current theories, research, and future directions. Retrieved July 23, 2013, from digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1036&context=managementfacpub   

Belisle, C. (2005). The teacher as leader: Transformational leadership and the professional teacher or teacher-librarian. School libraries in Canada (17108535), 24(3), 73-79.

Combes, B. (2009). Challenges for teacher librarianship in the 21^st century: Part 3 – Status and role.  In SCIS Connections.  Retrieved on September 16, 2013 from http://www2.curriculum.edu.au/scis/connections/challenges_for_teacher_librarianship.html

Dinham, S. (2007). How schools get moving and keep improving: leadership for teacher learning, student success and school renewal. Australian Journal Of Education (ACER Press), 51(3), 263-275.

Lamb, A & Johnson, L.  (2004-2010). Library media program: Evidence based decisionmaking.  In The school library media specialist.  Retrieved from http://eduscapes.com/sms/program/evidence.html

Knapp, M. S., Copland, M. A., & Swinnerton, J. A. (2007). Understanding the promise and dynamics of data-informed leadership. InYearbook of the national society for the study of education, 106(1), 74-104. Retrieved July 27, 2013, from Charles Sturt University Library.

Nelson, S. (2008). Part one: The planning process. Strategic Planning for Results (pp. 3-139). Retrieved from Charles Sturt University Library.

 O’Connell, J. (2012). Change has arrived at an iSchool library near you. In Information literacy beyond library 2.0 (pp. 215-228). Retrieved from Charles Sturt University Library.

 Pashiardis, P., & Savvides, V. (2011). The interplay between instructional and entrepreneurial leadership styles in Cyprus rural primary schools. Leadership & policy in schools, 10(4), 412-427. doi:10.1080/15700763.2011.610557

Sinek, S. (2008). How great leaders inspire action (Sinek, 2009).  In TED Ideas worth spreading.  Retrieved on September 16, 2013, from http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html

Vernon-Dotson, L. J., & Floyd, L. O. (2012). Building leadership capacity via school partnerships and teacher teams. Clearing house, 85(1), 38-49. doi:10.1080/00098655.2011.607477

Wong, T. (2012). Strategic long-range planning. Library media connection, 31(2), 22-24. Retrieved from Charles Sturt University Library.

P & C STRATEGIC PLAN – ETL504 MODULE 5.4 FORUM POSTING

Examine the strategic plan of a P&C of a school. Identify the following elements:

Data used

Data was gathered from 2010 school review, annual parent surveys, the school’s technology audit, and from Education Queensland (EQ) regarding the ICT and digital focus and implementation of the Australian Curriculum (AC).

Analysis of data

ICTs were identified by the entire school community as an area requiring improvement.  This was supported by data from the technology audit.  The focus of the AC on digital technology and literacy also supports the need for funding ICTs in the school, as is the realisation from the P & C that EQ is not going to fully fund the ICT requirements of the school.

Vision and / or Mission statements developed or used for the plan

No vision statement is included, but objectives/functions are listed which serve as the mission statement for the P & C, but are not developed specifically for this strategic plan.

Goals and objectives identified

The objectives of the P&C Association are to promote the interests of, and facilitate the development and further improvement of the school by – promoting parent participation; encouraging close co-operation between parents, students and staff; and promoting positive community support (Mackay West State School P & C Association [MWSSPCA], 2011, p. 1). 

In pursuit of these objectives, the functions of the P&C are to (MWSSPCA, 2011, p. 1):

·        foster community interest in educational matters

·        try to bring about closer co-operation between the parents, community, staff and students

·        give advice and recommendations to the Principal about

·        issues relating to persons who receive educational instruction at the school, and

·        the general operation and management of the school

·        give, or assist in the giving of, financial or other resources or services for the benefit of persons who receive educational instruction at the school, and

·        perform any other functions, not inconsistent with the Act, as the Minister may decide.

Goals relating specifically to the strategic plan are:

While the P&C will retain the flexibility to respond to a range of issues across the school, the top priority for 2012-2014 will be addressing the ICT concerns at the school. The P&C will also dedicate a nominated amount of funding equally to academic, sporting and cultural initiatives across the school each year (MWSSPCA, 2011, p. 2).

 

Values are: The P&C values being able to work (MWSSPCA, 2011, p. 2):

·        proactively by identifying issues or concerns and working cooperatively to address these

·        reactively by responding to issues or concerns as they arise

·        cooperatively through strong relationships with Admin, staff, students and the wider community, and

·        independently in decision-making whereby the P&C favours being able to stipulate where its funds are used, rather than handing over lump sums of money for the school to use at its discretion.

Strategies to meet the goals identified

Strategies identified to meet the goals start with a spending plan for funds raised over 3 years.  Then they have listed three important actions (MWSSPCA, 2011, p. 3):

1. Inclusion in the school’s ICT Committee

The P&C would like to be represented on the school’s ICT Committee. The P&C sees the efficient working of this committee as pivotal in assessing and addressing the school’s ICT needs and developing an ICT Action Plan. Importantly, the P&C would stress the need for this committee to have provision for anonymous input.

2. Advertising academic, sporting and cultural funds to the school community

Awareness needs to be raised about the funding available to academic, sporting and cultural initiatives within the school. This funding should be advertised to teachers, staff and the wider school community before the end of 2011. Applications can be lodged using the Request for Discretionary Funding Form available on the P&C web page at http://mackwestss.eq.edu.au/p&c.htm.

3. Seeking ICT-related funding opportunities

The P&C grants officers are encouraged to seek ICT-related funding opportunities, particularly relating to ICT infrastructure, and to report any opportunities to the P&C.

Timeframe for the plan and when each strategy should be completed

There are no separate timeframes, just three years for the entire plan.  It is a simple, yet specific plan.

Stakeholders and responsibilities identified

Stakeholders are identified, and the Strategic Sub-Committee developed just for this plan will be responsible.

Monitoring ongoing process of plan and evaluation of achievement at the end of the planning period.

The Strategic Sub-Committee should meet annually to evaluate and review this strategic plan. Before the first evaluation/review, the committee is responsible for developing an appropriate process of evaluation/review.  The next review is due in October 2012 (MWSSPCA, 2011, p. 3).

Consider the strengths and weaknesses of the plan.

I think it is a strong plan because it is simple.  However, the P & C have not yet determined, along with the school HOW the funds are to be spent.  It states that they will “assist in assessing and addressing the school’s ICT needs and developing an action plan” (MWSSPCA, 2011, p. 3).  The assumption is that they will direct spending according to the plan.

However, it is a positive plan that sets about to work with the school to deliver resources that are vital to 21^st century learning.

References

Mackay West State School P & C Association [MWSSPCA].  (2011).  Strategic plan.  Retrieved on September 9, 2013 from https://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CC8QFjAB&url=https%3A%2F%2Fmackwestss.eq.edu.au%2FSupportandresources%2FFormsanddocuments%2FDocuments%2FMWSS%2520P%2520AND%2520C%2520Strategic%2520Plan%25202012%2520_2014.pdf&ei=PrUtUr_SD4buiAfnk4GoBA&usg=AFQjCNGd5XokuB2frOqlFEHoJiemSn1b6A&sig2=UzVA5nrvgp5FkoJiDm–ow&bvm=bv.51773540,d.aGc

SMART CRITERIA – ETL504 MODULE 5.4

Locate your school goals and measure their effectiveness by applying the SMART criteria to each goal.

The targets from our school plan are:

1.    To improve student performance in Literacy and Numeracy by 3% in the top NAPLAN bands with a focus on higher order thinking.

2.    To improve and focus assessment practices in Literacy and Numeracy so that they better inform teaching to a diverse range of students

3.    Implement Aboriginal Policy and improve student performance in Literacy and Numeracy

Simple

The goals on the whole are simple and clear.

Measurable

Targets 1 and 3 are measurable.  However, a ‘focus’ on higher order thinking isn’t measurable.  This should be part of the HOW to achieve it.  Perhaps they’re trying to include too much in one target.  Target 2 is difficult to measure unless NAPLAN data is used to assess this too.  Target 3 doesn’t state the amount of improvement required in Literacy and Numeracy by Aboriginal students. It should be more specific to make results more measurable.

Achievable

The measurable parts of these goals are achievable, but a lot of planning and work is required in order to achieve them.

Reasonable

The goals are reasonable as they’re tied to mandatory DEC and Australian Curriculum outcomes and current pedagogy.

Timely

I think it will be difficult to achieve these in the 12 month timeframe given.

Does the goal measure up?

Goals should be written with more specificity which will lead to ease of comprehension and measurement. The word ‘focused’ should not be used.  Perhaps a separate target for the development of higher order thinking should be included.

VISION AND MISSION STATEMENTS – ETL504 MODULE 5.3 FORUM DISCUSSION

Locate your school’s vision and mission statements as well as your library’s statements if you have them.

The school executive and I were unable to locate our school’s vision and mission statements as “All that went out 15 years ago.”  So I found some examples from other schools after internet search.

Vision Statement Wirreanda High School (2013): Our shared vision is of a school that enables each student to achieve their potential within a learning environment that is safe, positive, respectful, inclusive, and welcoming.

Mission:  Our school is committed to encouraging the best in its students, staff, and community. We aim to nurture a passion for knowledge, sport, creativity, and vocational skills.

We do this by:

·        Creating a respectful working environment for students and staff

·        Providing a personalised and student-centred approach to learning

·        Building a ‘Culture of Achievement’

·        Focusing on continuous improvement and shared accountabilities

·        Promoting equity and social justice

·        Maintaining attractive and welcoming grounds and facilities

·        Developing partnerships with our community—local, national, and global

·        Recognising and celebrating diversity

·        Encouraging school and community health and well-being.

 

Eldorado Library Media Centre Mission (n.d).

The mission of the Eldorado Library Media program is to ensure that students, staff and community have access to and possess the knowledge and skills to effectively use information in both print and digital formats.  In doing so, the library media program supports and fosters life-long learning.         

This mission directs the school library media specialists to:      

•Provide a program that is fully integrated into the school’s curriculum and is central to the learning process.     

•Provide access to a variety of information representing a wide range of subjects and difficulty levels.        

•Provide learning experiences that encourage users to become discriminating consumers, skilled creators of information, and lifelong learners.         

•Provide leadership, instruction, and consulting assistance in the design of learning strategies and the use of information and the use of information technology.    

•Promote the enjoyment of reading, listening, and viewing for users.   

•Participate in partnerships, including networks that provide access to information outside the school.       

•Promote literacy that enables students and teachers to live, work, and communicate in a democratic information society.

•Promote innovative media services through professional growth and continuous learning.

Can you tell the difference between them?

Willeanda’s vision statement is clear.  I think it should reach for the stars more, be bolder.  The mission statement states how it is going to be achieved, but it wouldn’t pass the t-shirt test (Olsen, 2008).  It does however, state part of the school’s core purpose.  The elaborated points support how the mission is going to be achieved.

Eldorado’s library mission statement is clear.  It states the library’s core purpose and how it is going to be achieved through its supporting points.  The vision statement, from what I could see is incorporated at the end of the paragraph: “The library media program supports and fosters lifelong learning.”

Is there a clear delineation?

The delineation is clear, as the vision statement, although not hugely inspiring, is forward looking, whilst the mission statements are dealing with how to achieve it.

 

References

Eldorado Library Media Centre.  (n. d.).  Library.  Retrieved on September 9, 2013, from http://www.eram.k12.ny.us/education/components/scrapbook/default.php?sectiondetailid=41830&PHPSESSID=aee042f01b80b57b0f5b47961b48e8c4

Olsen, E. (2008). Strategic planning management.  In YouTube.  Retrieved on September 4, 2013, from https://www.youtube.com/watch?list=PLF47BA7BC6BDA46B1&v=XtyCt83JLNY&feature=player_embedded  

Wirreanda High School. (2013). Wirreanda high school.    Retrieved on September 9, 2013, from http://www.wirreandahs.sa.edu.au/welcome/vision-statement.html

STRATEGIC PLANNING FOR SCHOOL LIBRARIES – ETL504 MODULE 5

SlideShare from halfpintofwisdom

 

S – Social

·        Different leaisure activity choices, less recreational reading

·        Library as social space.  What does this mean?

T – Technological

·        High speed broadband

·        Ebooks and ereaders

·        Ubiquitous use of technology in wider school

E – Environmental

·        Green issues – how do libraries lead the way?

·        Changing climate, scarce resources, buy local

E – Economic

·        Cost cutting, operational budgets

·        Move towards user pays or community run libraries

P – Political

·        Change in management, change in government, new BOT

·        Internal politics within school community

 

Apply this environmental scan to your situation and discuss your results.

·        S – Provide quiet leisure and social activities during lunchtimes

·        T – Provide access to ebooks, websites and other useful eresources through establishment of a school library Weebly which can be accessed on and off site through multiple devices

·        T – Implement web evaluation tools

·        E – Continue to purchase print items locally and frugally to fully utilise budget

·        P – Maintain good communication with Principal, executive, staff and the wider school community about library plans, services and achievements.  This is important in ensuring good relationships are maintained.

References

Halfpintofwisdom. (2011). Strategic planning for school libraries.  In Slidshare. Retrieved on September 4, 2013 from http://www.slideshare.net/halfpintofwisdom/strategic-planning-for-libraries

 

COMMUNICATION PROCESSES – ETL504 MODULE 4.3 FORUM POSTING

You have developed a new digital literacy program that you believe needs to be used across the school. How will you communicate this program to your staff?

Using the communication process as outlined by Alanis Business Academy (2012) I would engage in communicating the message, allow the receiver to provide feedback, and then review the program based on the feedback.  I would monitor the audience for body language indicating disinterest or lack of understanding.

Delivery: I would use various modes of delivery in order to cater to learning styles, for variety, and in an attempt to reduce barriers of communication (Alanis Business Academy, 2012; Rai & Rai, 2009).

I would work from an autonomous/adaptive approach where colleagues are empowered to design and change the digital literacy program for best practice and use.  Reinvention occurs to suit teaching and learning needs. Changes must occur to differentiate the curriculum in order to cater to learner needs, within the requirements of the syllabus (Lewis, 2011, p. 46). 

I believe in being positive, so I would take a gain approach to selling the digital literacy program.  Look at what we can help our students achieve (Lewis, 2011, pp. 147-148).  Highlighting efficacy: we are capable of successful implementation of programs to develop digital literacy. 

As a collaborator (or owl), I believe in “more heads are better than one”, or the resource approach where stakeholder input is encouraged.  Colleagues always develop and refine ideas better than I could on my own, so I would provide opportunities for colleagues to discuss, suggest and provide opinion and advice.  After all, more participative approaches to change implementation produce more positive benefits (Lewis, 2011, p. 151).

Employing the above approaches I would:

1.    Scour the Australian Curriculum for references to the development of digital literacy, in particular the ICT, literacy and Critical and Creative Thinking Capabilities (Australian Curriculum, assessment and reporting Authority, 2013).  Also scour English K-10 (Board of Studies New South Wales, n. d).  Use these to develop a clear outline of a digital literacy program, including goals, focuses.  I feel a starting point is required, and it is easier for one person to do this.

2.    Liaise with Principal (and school executive), ICT committee and literacy committee about the program.  In small group meetings look at the program, discuss needs, focuses and allow for feedback from committee members.

3.    Further develop and rework the program based on feedback and suggestions received during step 2.

4.    Repeat steps 2 & 3.

5.    Implement the program with a volunteer class.

6.    Evaluate success of program collaboratively with class teacher.  Make adjustments/changes as a result.

7.    Present to staff ensuring minimisation of barriers to communication (Rai & Rai, 2009).  Presentation includes program, how to adjust it for use with different students.  Use visuals, photos, footage and provide information sheets too.  Show (with teacher whose class was involved) what was achieved with a class and how the program was modified during and after the session.

8.    Clearly show/demonstrate how it is tied to curriculum/syllabus documents and how to implement/follow program. Outline the positives.

9.    Ask for other volunteer classes to work with collaboratively to implement program.

10.Provide opportunities for colleagues to discuss, suggest, question and provide feedback – concerns, fears, any support required.  Respond positively.

11.This is only the beginning.  Ongoing development based on implementation and feedback of the program is required.  Implementation includes working and modelling with whole staff, small groups, individually and collaboratively (Duke, as cited in Baildon & Baildon, 2008 p. 638).

12.Opportunities must be provided for evaluation, feedback and discussion of the program and its implementation.  This will allow for improvements to be made and for the ball to keep rolling.  We all know that if something is introduced at one staff meeting it very quickly dies a death!

13.A participative approach will more likely result in acceptance and implementation of the program (Lewis, 2011).

References

Alanis Business Academy. (2012). How the communication process works.  Retrieved on August 30, 2013 from https://www.youtube.com/watch?v=q6u0AVn-NUM

Australian Curriculum, assessment and reporting Authority [ACARA]. (2013).  Retrieved on September 12, 2013 from General Capabilities in the Australian Curriculum

Baildon, R., & Baildon, M. (2008). Guiding Independence: Developing a Research Tool to Support Student Decision Making in Selecting Online Information Sources. Reading Teacher, 61(8), 636-647. doi:10.1598/RT.61.8.5 Retrieved from Charles Sturt University Library.

Board of Studies New South Wales. (n. d).  English K-10.  In NSW syllabuses for the Australian curriculum. Retrieved on September 1, 2013 from http://syllabus.bos.nsw.edu.au/english/english-k10/

Lewis, L. K. (2011). Communication approaches and strategies. Organizational change creating change through strategic communication (pp. 144-176). Retrieved from Charles Sturt University

Rai, U., & Rai, S. M. (2009). Barriers to communication. Effective communication (Rev. ed., pp. 57-67). Retrieved from Charles Sturt University Library.

 

ETL504 Assessment 1 Blog Post – The Practice of Leadership in a School Library

The practice of leadership in a school library context mirrors the combination of leadership approaches I believe are required for a successful school leader: a combination of authentic, transformational, instructional and distributed leadership approaches. 

As teacher librarian (TL) the most important thing to do initially is to form a clear vision of the library’s purpose, the TL’s role in fulfilling that purpose and the actions that will lead to fulfilment of the vision.  The vision will be to support the teaching and achievement of student learning outcomes and to develop skills for life-long learning (Todd, 2007, p. 62). 

An authentic leadership approach is vital because it encourages openness and inspires colleagues through modelling the desired behaviour, professionalism, and teaching strategies: those that promote high standards (Avolio, Walumba & Weber, 2009, p. 423; Dinham, 2005, cited in Dinham, 2007, p. 268).  

An instructional leadership approach can be established by modelling and communicating results from evidence based practice at staff meetings or during collaborative planning sessions.  The TL can lead a drive in improvement through the use of a cycle of inquiry based on evaluating student work, teaching practices, and the use of innovative ideas.  Modelling and instructing others in this practice will lead to improvement in teaching and student learning outcomes (ALIA & ASLA, 2004; Lamb & Johnson, 2004-2010; Knapp, Copland & Swinnerton, 2007, pp. 85, 99).  The TL can also lead change by providing professional development opportunities for colleagues, in addition to leading through collaborative efforts.  Instructional leadership and evidence based practice approaches require the TL to be an active learner, so she can engage in well-informed practice and can model this for colleagues (Pashiardis & Savvides, 2011, p. 424; Møller et al., as cited in Pashiardis & Savvides, 2011, p. 414).   

By equipping staff with the strategies and skills to improve practice through cycles of inquiry, staff can then lead others in the same process.  This is part of the distributed leadership approach.  The TL can provide leadership opportunities for colleagues by allowing them to share/present strategies and results, and work with others, while continuing to improve student learning outcomes (Van Horn 2006; Vernon-Dotson, Rodrigues, & Belcastro, as cited in Vernon-Dotson, 2012, p. 39). 

The transformational leadership approach works with authentic leadership to inspire colleagues to perform beyond expectations by modelling desired behaviours, and by focusing on best practice and achieving student learning outcomes (Avolio, Walumba & Weber, 2009, p. 423).

Developing the vision through the use of these leadership approaches is important, but they need to be supported by equally important actions, without which, the vision will not succeed.  These include:

·         Communication– clear communication of the vision and strategies to achieve it; taking time to listen and explain; encouraging others; consistent advertising of progress and achievements;

·         Supporting colleagues through: collaborative work; providing resources, knowledge and ideas; time to discuss, plan, assess, evaluate; professional learning;  

·         Trust– developing trust through reliability, support, encouragement, commitment, being organised, modelling best practice;

·         Building relationships with colleagues through working together, openness, sharing, communicating, supporting;

·         Setting high standards – Setting and maintaining high standards inspires others to do the same;

These actions work with modelling behaviour, being an active learner, evidence based practice, innovative ideas, being organised, showing commitment, inspiring others, openness and collaboration to build the vision of the school library, which is to support the teaching and achievement of student learning outcomes and to develop skills for life-long learning (Todd, 2007, p. 62). 

References

Australian Library and Information Association & Australian School Library Association.  (2004).  Standards of professional excellence for teacher librarians.  Retrieved from http://www.asla.org.au/policy/standards.aspx   

Avolio, B., Walumbwa, F., & Weber, T. J. (2009, September 14). Leadership: Current theories, research, and future directions. Retrieved July 23, 2013, from digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1036&context=managementfacpub    

Dinham, S. (2007). How schools get moving and keep improving: leadership for teacher learning, student success and school renewal. Australian Journal Of Education (ACER Press), 51(3), 263-275.

Knapp, M. S., Copland, M. A., & Swinnerton, J. A. (2007). Understanding the promise and dynamics of data-informed leadership. InYearbook of the national society for the study of education, 106(1), 74-104. Retrieved July 27, 2013, from Charles Sturt University Library.

Lamb, A & Johnson, L.  (2004-2010). Library media program: Evidence based decisionmaking.  In The school library media specialist.  Retrieved from http://eduscapes.com/sms/program/evidence.html

Pashiardis, P., & Savvides, V. (2011). The interplay between instructional and entrepreneurial leadership styles in Cyprus rural primary schools. Leadership & policy in schools, 10(4), 412-427. doi:10.1080/15700763.2011.610557

Todd, R. J. (2007). Evidenced-based practice and school libraries: from advocacy to action. In S. Hughes-Hassell & V. H. Harada School reform and the school library media specialist (pp. 57-78). Westport, CY: Libraries Unlimited.  Retrieved from Charles Sturt University Library

Vernon-Dotson, L. J., & Floyd, L. O. (2012). Building leadership capacity via school partnerships and teacher teams. Clearing house, 85(1), 38-49. doi:10.1080/00098655.2011.607477

 

Reliability Criteria: The ABCs of Website Evaluation, Kathy Schrock – ETL501 Topic 3 Forum Posting

Create a list of questions that TLs might consider in relation to reliability criteria. What additional questions might TLs consider to judge whether a site is reliable for a particular range of students who are studying a particular topic?

Questions that TLs might consider in relation to reliability criteria:

Authority – Is it an authoritative source?  A source that supplies some good evidence that allows you to trust it?  (Harris, 2010)

·        Who is the author?

·        Are they an expert?  Are their credentials provided?  Is he or she qualified to write on this subject? (Ferguson, 2005).

·        How can you find out more about the author?  (Schrock, n. d).  Can the author be reached for questions or comments?  Is contact information provided, such as address and phone number (Ferguson, 2005)

·        What does the author say is the purpose of the site?

·        Try to find pages about or by the same author by performing a Google search on the author’s name.  (Ferguson, 2005)

·        What is the author’s reputation, standing among peers? (Harris, 2010)

·        What is he author’s position (job function, title) (Harris, 2010)

·        Look for a name, organisation or email address.  “About the website” or “contact us” page.  Look for a link to an author biography, philosophy, or back ground information (Johnson & Lamb, 2013)

·         

 

Publisher or Sponsor – It’s essential to identify and evaluate the credentials and motivations of the organization or people responsible for maintaining a website. Ask yourself the following questions about the website’s publisher or sponsoring agency:

·        Does the site clearly identify the organization responsible for publishing the information found on it? (Ferguson, 2005)

·        Does the site belong to a known and respected organisation?

·        Is there a link at the top or bottom of the page linking back to information about the website’s publisher or sponsor?  NOTE: You can often find such info from an “About Us” or “Frequently Asked Questions” link. (Ferguson, 2005)

·        From examining the website’s URL, can you determine if the page is part of someone’s personal account or part of an official site?  NOTE: A tilde (~) in the URL usually indicates a personal web page rather than an institutional website. (Ferguson, 2005)

·        Can you find the sponsoring organization’s homepage by deleting all the information in the URL after the website’s domain name?  For example, http://www.unca.edu/students/current/ is the UNCA Current Students resource page. The University of North Carolina: Asheville homepage is http://www.unca.edu/. (Ferguson, 2005)

·        Can you determine if the information has been published elsewhere, such as in a scholarly journal? (Ferguson, 2005)

·        Does the document have consistent headers or wallpaper that imply an association with a larger website? (Ferguson, 2005)

Inspect the URL –By examining a website’s URL (uniform resource locator, commonly called its web address), you can learn more about the type of website you’re exploring and where the information comes from. Components of a URL include:

• Host Computer: the host computer server where a website is located, usually follows the www. This information is important for determining where the web page originates:  For example http://www.unca.edu/lit/ is the UNCA Department of Literature and Language homepage � unca is the campus server. (Ferguson, 2005)
• Domain Name: the final few letters that follow the host computer name. Some common domains include: (Ferguson, 2005)
  .edu – educational institution (ranges from legitimate university research to
  personal student pages)
  .net – network provider (usually provides services to subscribing customers,
  such as EarthLink)
  .gov – government agency (usually official government information)
  .org – non-profit organization (often like-minded individuals working for a
  common cause, may promote a specific point of view)
  .com – commercial enterprise (usually trying to sell or endorse products) 
• Directory Path: the directory in which the file is located, usually followed by a forward slash (i.e. http://www.unca.edu/lit/). (Ferguson, 2005)

 

·         Track back and forward.  Look at the links that are used by the web developer of your site.  Do they go to good or poor quality sites?  Is this website cited in subject guides such as About.com or Librarian’s Index?  (Johnson & Lamb, 2013)

 

 

Accuracy & Currency – Is it a source that provides convincing evidence for the claims made, a source that you can triangulate?  (Find at least two other sources which support it?)  (Harris, 2010)

·        When was the site created and last updated?

·        Is the site updated regularly?

·        If dates are not provided check information for references to recent events (Ferguson, 2005)

·        Where does the information come from?

·        Why is the information useful for my purpose?

·        Is it a primary or secondary source of information? (Johnson & Lamb, 2013)

·        Authority of information must be easy to locate and verify.

·        Does the author provide support for the information? (Harris cited in Barcalow, 2003).

·        Are sources listed? (Harris cited in Barcalow, 2003).

·        Are there other resources with similar information? (Harris cited in Barcalow, 2003).

·        Is a bibliography of sources used provided?

·        Is a bibliography of related items included?

·        Are full citations given?

·        Has the information been reviewed by others to insure accuracy?  (Johnson & Lamb, 2013)

·        Is only part of the information presented?

·        Does the amount of information change each time I visit the site?

·        Is the information presented out of context?

·        Cross-check information (Johnson & Lamb, 2013)

 

·        Is the rationale for inclusion/exclusion given?

·        How can I limit the information I receive?

·        What type of awards has it received?

·        How can I find out who has linked to it?

·        How are the links chosen?

·        Are the links appropriate to the scope?

·        Are related links included?

·        Do all the links work?

·        If there are links to external sites, has some value been added?

 

 

·        Does pre-filtering “color” the presentation of information?

·        What type of information can you expect to find on the Web about your topic?

·        Why are some types of information unavailable on the Internet?

·        Is everything spelled correctly on the page?

·        Has care been taken to use correct grammar on the site?

 

·        How does the new information compare with what you already know?

·        Does the new information change what you know about the topic?

·        Does the information add to the existing body of knowledge about the topic?

 

·        Does the information go into sufficient depth?

·        Does the resource cover the subject matter adequately?

·        Are there any obvious gaps in the information?

·        Does the resource contain any original work?

·        Does the resource consist of more than just a list of links to external sites?

·        Is the information verifiable in a reputable print source?

·        Is the information primary source material?

 

 

Bias/Point of View– Is it a source that engages the subject thoughtfully and reasonably?  Is it concerned with the truth? (Harris, 2010)

·        What is the author’s point of view?  Is it clearly stated?  (Ferguson, 2005)

·        Is the author fair and objective?  (Harris cited in Barcalow, 2003).

·        Is the author concerned with the truth?  (Harris cited in Barcalow, 2003).

·        Is the document trying to influence your opinion? (Ferguson, 2005)

·        Is this a commercial site?  Is it trying to promote or sell anything?

·        Is the language free of emotion rousing words and bias?

·        Is the bias clearly identifiable?  If the information refers to controversial issues, does the author acknowledge such a controversy?  (Ferguson, 2005)

·        Does the sponsoring organization indicate there might be bias present?  Political, commercial or philosophical?

·        Is it free from conflicts of interest, fallacies or bias?  (Harris, 2010)

·        What’s the purpose of the information resource?  Inform instruct persuade, sell? (Johnson & Lamb, 2013)

 

Suitable for a particular age group:/Relevance

·        Suitable for audience?

·        Suitable for purpose?

·        Does the information contain the breadth and depth required? (Johnson & Lamb, 2013)

·        Is the information written in a form that is useable?  Reading level, technical level (Johnson & Lamb, 2013)

·        Is the information in a form that is useful such as words, pictures, charts, sounds or videos? (Johnson & Lamb, 2013)

·        Do the facts contribute something new or add to your knowledge of the subject? (Johnson & Lamb, 2013)

·        Will this information be useful to your project? (Johnson & Lamb, 2013)

 

 

Security

§   sites are free from viruses/worms/data corruption.

§   secure from tampering/alteration by visitors.

 

References

Barcalow, T. (2003). Evaluating websites.  In Northwest school technology handbook.  Retrieved on July 30, 2013, from http://lrs.ed.uiuc.edu/students/tbarcalow/490NET/Evaluation.htm

Ferguson, J. (2005).  Evaluating web information.  In Information literacy instruction.  Retrieved on July 30, 2013, from The University of Carolina: Asheville website: http://bullpup.lib.unca.edu/library/lr/evalweb.html

 

Harris, R. (2010). Evaluating internet research sources.  In Virtual salt.  Retrieved July 03, 2013 from http://www.virtualsalt.com/evalu8it.htm

Johnson, L. & Lamb, A. (2013). Evaluating internet resources.  In Teach tap. Retrieve July 30, 2013, from http://eduscapes.com/tap/topic32.htm

Schrock, K. (2012). Critical evaluation of a website: websites for use by educators.  In Kathy Schrock’s guide to everything.  Retrieved on July 30, 2013, from http://www.schrockguide.net/critical-evaluation.html

Schrock, K. (n. d).  The ABC’s of website evaluation.  Retrieved on Jul 30, 2013, from Charles Sturt University website: http://interact.csu.edu.au/portal/tool/6f697832-fcb3-4445-8020-66d5b8cf149f/print_module.jsf?printModuleId=27821641

 

Technical Criteria for Evaluating Websites – ETL501 Topic 3 Forum Posting

Look at the technical criteria included in Schrock’s surveys and reflect on whether there might be other technical criteria which you might consider to be important when selecting websites for school staff or students.

·        Does the page load quickly?  (Schrock, n. d). (Harris cited in Barcalow, 2003).

·        Can you share it with your class on an IWB?  (Schrock, n. d).

·        Is the site reliable?  (Schrock, n. d).

·        Is the site usable via a text-based browser or screen-reader?  (Schrock, n. d).

·        Do all the links work?  (Schrock, n. d).

·        Is the page usable by the intended audience?  (Schrock, n. d).

·        Are navigation icons present and understandable?  (Schrock, n. d).

·        Is the site designed with good graphic design principles?  (Schrock, n. d).

·        Is a search tool available for the site’s content?  (Schrock, n. d).

·        Does the site require registration?  (Schrock, n. d).

·        Does the site collect data about the users?  (Schrock, n. d).

·        Is a certain browser required to be used?  (Schrock, n. d).

·        Does the site require cookies to be turned on?   (Schrock, n. d).

·        Is accessible to those with a disability and complies with Disability Discrimination Act and Human Rights Legislation 

 

Efficiency

·        Is the information well-organised including a table of contents, index, menu, and other easy-to-follow tools for navigation? (Johnson & Lamb, 2013)

·        Is the information presented in a way that is easy to use (fonts, grphics, headings) (Johnson & Lamb, 2013)

·        Is the information quick to access? (Johnson & Lamb, 2013)

·         

References

Johnson, L. & Lamb, A. (2013). Evaluating internet resources.  In Teach tap. Retrieve July 30, 2013, from http://eduscapes.com/tap/topic32.htm

Schrock, K. (2012). Critical evaluation of a website: websites for use by educators.  In Kathy Schrock’s guide to everything.  Retrieved on July 30, 2013, from http://www.schrockguide.net/critical-evaluation.html

Schrock, K. (n. d).  The ABC’s of website evaluation.  Retrieved on Jul 30, 2013, from Charles Sturt University website: http://interact.csu.edu.au/portal/tool/6f697832-fcb3-4445-8020-66d5b8cf149f/print_module.jsf?printModuleId=27821641