Module 3 positive collaboration projects ETL504

Thank you for sharing these readings Jennie. I really enjoyed them.

I like these positive case examples of how a teacher librarian can collaborate with classroom teachers and can shed some light on a topic that classroom teachers might not have the time or opportunity to look into. This is my inspiration for doing this course and to help and assist classroom teachers to make education more meaningful to students in these changing times.

I liked the Goodnough Science project. We can see TLs leading through collaborative projects and imparting their s[pecialisation on a particular area and you will see teachers embrace this and benefit from the experience and expertise of a Teacher Librarian. It gave me lots of ideas to think about what sort of projects I could work on with teachers to improve the learning experience for teachers and students.

I am also not a wikipedia hater. These articles Polk, Johnston & Evans (2015) and Mitchell (2015) showed how Wikipedia could be used in the classroom. At my previous school we had a strict ‘no wikipedia’ policy. I did not agree with this and often told students to use wikipedia as a starting point for their research, but not to refer to it. But  feel times are changing and we have to embrace the notion that students do use wikipedia so the best advice is to show them how to use it wiesly. Some good advice and findings in these articles.

I liked these articles and would love the opportunity at a staff meeting to present these to our staff. They would be positively received and this is how a teacher librarian can show leadership through collaboration. Thanks again.

References:

Goodnough, K. (2005). Fostering teacher learning through collaborative inquiry. Clearing House, 79(2), 88-92.

Mitchell, P. (2015, July 12). Information literacy lessons from Wikipedia . Retrieved from http://www.slideshare.net/pru_mitchell/citation-needed-information-literacy-lessons-from-wikipedia

Polk, T., Johnston, M. & Evers, S. (2015). Wikipedia use in research: Perceptions in secondary schools. Tech Trends: Linking Research & Practice to Improve Learning. 59(3), 92-102. doi: 10.1007/s11528-015-0858-6

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module 3 ETL 504 leadership

Shellee Young

RE: Task 1: Introduction: Leadership for Learning Attachment

Learning for Leadership (LFL) is quite difficult to define. Throughout my reading of the article Leadership for Learning (Swaffield & MacBeath, 2009) there were several quotes that helped me to define what this concept is. It involves dialogue, a focus on learning, attending to the conditions that favour learningand that leadership is both shared and accountable. But what does that mean?

In an educational setting, leadership is needed to promote learning. Learnng should be the prime concern of those in leadership. It should set the agenda for leadership. (Swaffield & MacBeath, 2009)

In regards to the term instructional leadership, if we believe that knowledge is transmitted or delivered from teacher to pupil, then LfL is about the head teacher ensuring that the head teacher ensuring the pupil learns what the teacher teaches. This is measured by testing and maybe aard incentives and rewards for what is deemed successful teaching. The focus is on the outcomes rather than the process.

The other articles available for reading this module go against this instructional leadership model. Starkey (2012) suggests that this direct instruction is a teaching strategy commonly associated with behaviourist learning theory. The suggestion is that this is becoming more redundant in the 21st Century learning and the digital age. A constructivist theory for LfL is  more beneficial. I would argue that teachers are not simply as one dimensional as this. We combine both elements of behavioural and constructivist theories. If LfL is to truely reflect the changing nature of learning in the 21st century, surely reporting outcomes that teachers are required to report on should refelect this, Teachers do allow students to connect and collaborate with people beyond their physical environment. Teachers do have projects where students can learn from their experiences and teachers do have lessons where knowledge is delivered to students lecture style. If leadership wants to acknowledge this then the reporting outcomes need to be altered. Departments also need to reflect this in their standardised testing methods. No standardised testing that I know of tests for 21st century skills.

Teachers are encouraged by leadership to do more than instructional leadership. There is positive feedback from leaders, students and the community if they are creative in their teaching and embrace the skills of critical thinking, communication and creativity. This fosteres a love for learning by students.

References:

Starkey, L. (2012). Teaching and learning in the digital age. New York, NY: Routledge. Retrieved from EBook Library.

Swaffield, S. & MacBeath, J. E. (2009). Leadership for learning. In  J. E. MacBeath & N. Dempster (Eds.). Connecting leadership and learning: Principles for practice (pp. 32-52). London: Routledge. Retrieved from EBook Library.

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Teacher librarian as a leader

The leadership role of the Teacher Librarian (TL) is becoming increasingly complex. There are many ways a TL can lead even though it may not be considered a legitimate titled position within the school. In considering this, Section 3.3 of the Australian School Library Association (ASLA) Standards of Professional Excellence for Teacher Librarians (ASLA, 2014) states that there are four areas in which excellent TLs can demonstrate leadership. These include actively engaging in school leadership and participate in key committees; promote and nurture a ‘whole school focus’ on information literacy policy and implementation; build and foster collaborative teams within school and professional communities; and provide effective and transformational leadership to school library and information services staff.

Actively engaging in school leadership and participate in key committees.

The TL was described as an instructional leader. (Branch & Oberg, 2001) This article emphasises the collaborative leadership role that TLs play and the way they serve on curriculum and other committees. They are also described as a literacy leader. (Cart, 2007) This article emphasises the leadership role TLs can play in improving literacy and reading in a school. Barbara Braxton also backs up this idea of TL as a literacy leader but states that the move to the digital age has added so much more to the role. (Braxton, 2008) Loertscher uses an ice-cream analogy to describe TLs as learning leaders and gives a guide how to be a learning leader. (Loertscher, 2006)

These three articles together go to show that TLs can play a role as a leader in a school. Some even give guides as to how you can do this in your school. They also talk about the various committees you can join to promote the role in your school. These include literacy committees, reading committees, ICT committees, amongst others. By considering your personal leadership style, you can embrace these talents and use them to promote the role of the TL.

Promote and nurture a ‘whole school focus’ on information literacy policy and implementation.

There has been a huge push towards information literacy in schools. Information literacy leads to students being independent learners. They know their information needs and how to acquire the right sources to answer their questions.

In their paper, Fitzgerald and Dawson recount developing one of the early information literacy policies. This guide has some basic steps to help TLs to develop their own guides. (Fitzgerald & Dawson, 1998) The next step would be to also consider showing leadership by leading in the field of Information and communications Technology (ICT). Valenza gives great advice in getting started in this growing area. The next step for the TL is to read these and add to them. (Valenza, 2007)

Build and foster collaborative teams within school and professional communities.

Several studies suggest that TLs have a positive effect on student achievement and benefits to collaboration have been similarly well documented in the research literature. Modelling collaboration by the TL resulted in more collaboration among faculty in schools. Modelling collaboration also influenced students, teachers, and parents to learn to share ideas. When students worked in teams, the role of teacher changed to that of resource person and learning facilitator. (Haycock, 2007)

The TL is in a unique position in the school to be a collaboration leader. They have a good grasp of curriculum and resources. They are in a central location in the school. If their mannerisms are approachable and helpful this will aid teachers and TLs working side-by-side which promotes the TL as a leader in this area.

Provide effective and transformational leadership to school library and information services staff.

Teacher-librarians have had to be at the forefront of change and innovation as the profession rose to meet the information age. Though the principal is definitely the instructional leader in a school, the principal is very busy managing a facility. The key to school reform is the use of the teacher as a leader. This teacher leader is a change agent, someone who thrives in a flattened collaborative model, a model where teacher excellence is recognized. TLs, committed to a philosophy of partnership with the classroom and administrators, need to advocate for a collaborative setting if they are to be successful in this leadership role. (Hutchinson Belisle, 2004)

The TL has an excellent opportunity for transformational leadership here. They can lead due to their knowledge of curriculum. They can lead because of their ability to collaborate with school staff members. The other skill that needs development here is possibly managerial skills. This has not been covered in the course so far. The TL might need to be a leader in terms of ordering and managing resources, managing library technicians or assistants and other related tasks.

Conclusion

There are many ways in which the TL can show leadership in a school. These points only touch on the complex role of the TL. As teachers we have to be proactive and professional in our role if we want to be seen as a dynamic teacher. As TLs we have to do the same not just to highlight our personal role in the school, but to promote the role of the TL industry.

References:

ASLA. (2014). Standards of professional excellence for teacher librarians. Retrieved from http://www.asla.org.au/policy/standards.aspx

Branch, J.L. & Oberg, D. (2001). The teacher-librarian in the 21st century: The teacher-librarian as instructional leader. School Libraries in Canada. Vol. 21. No. 2. Retrieved from http://search.proquest.com/openview/901d9d061936d9620fd82d15aa4c3bbe/1?pq-origsite=gscholar

Braxton, B. (2008). The teacher-librarian as literacy leader. Teacher Librarian, Vol.35(3), p.22(5) [Peer Reviewed Journal] Retrieved from Ebscohost.

Cart, M. (2007). Teacher-librarian as literacy leader. Teacher Librarian, Vol.34(3), p.8(5) [Peer Reviewed Journal]. Retrieved from Ebscohost.

Fitzgerald, L. & Dawson, D. (1998). Designing a whole school information literacy policy. Scan, Vol.17(1), pp.21-22. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=115547;res=AEIPT

Haycock, K. (2007). Collaboration: Critical success factors for student learning.[online]. Scholarworks.sjsu.edu. Available at: http://scholarworks.sjsu.edu/cgi/viewcontent.cgi?article=1023&context=slis_pub

Hutchinson Belisle. C. (2004). The teacher as leader: Transformational leadership and the professional teacher or teacher-librarian. School Libraries in Canada. Vol. 24(3). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.183.4780&rep=rep1&type=pdf#page=73

Loertscher, D. (2006). What flavor is your school library? The teacher-librarian as learning leader. Teacher Librarian, Vol.34(2), p.8(5) [Peer Reviewed Journal] Retrieved from Ebscohost.

Valenza, J.K. (2007). You know you’re a 21st-century teacher-librarian if .. Teacher Librarian, Vol.35(1), p.18(3) [Peer Reviewed Journal]. Retrieved from http://search.proquest.com.ezproxy.csu.edu.au/docview/224886256?OpenUrlRefId=info:xri/sid:primo&accountid=10344

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Leading change

The four principles for an open world:
1. Collaboration – Involves teachers working together and exchanging information. It can also involve teachers attending various courses or PDs to expand on their knowledge.
2. Transparency – In today’s school environment this is generally don in an online model. Teachers place their unit outlines for public display. The teacher librarian can use this information to prepare units of work that builds on the classroom teacher’s work.
3. Sharing – Once, we were very protective of the units of work that we prepared and were generally unwilling to give this information to other teachers. As educators we need to think differently about our intellectual property and realise that there is a ‘greater good’ to be gained from sharing. One of the blogs I often go to for my studies here is the blog 500 hats: The Teacher librarian in the 21st century. (Braxton, 2015) The author of this blog is an experienced Teacher Librarian who shares anything and everything she knows about the profession. By her sharing, I have learnt so much that I can impart in another school. Everyone benefits. I hope to be able to do the same when I have my Teacher Librarian position to skill others and to raise the profile of teacher librarianship and student learning.
4. Empowerment – I think that this depends on the individual to be proactive. As a teacher librarian we need to be proactive and promote what we can do to help student achievement in schools.
References:
Braxton, B. 2015. 500 Hats: The teacher librarian in the 21st century. Retrieved from http://500hats.edublogs.org/author/barbara288/

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Summaries of my management style quizes

If you scored mostly C
Type Cs are the EARTH GREEN category. You lead by consensus and involve the team in a gentle consultative manner. You are quietly determined and get things done apparently without effort. In reality, this is not the case as you are always quietly working away for and on behalf of people. You find it easy to highlight other people’s strengths and spend a great deal of time 1-1 with your team members. But be careful, some people won’t notice you as you can be quite quiet except when someone treads on one of your values. Then you turn into some stubborn beast that no-one can believe is you. Sometimes involving other people in all your decisions can slow things down and other types (reds and yellows) will be driven nuts by this behaviour.
The leader in you You’re the calmest type of leader and you get results through empowering and supporting others. Your quiet determination engenders great loyalty and following. Sometimes you might need to speed up to be more effective and concentrate less on how you feel about decisions. Examples of leaders that use a lot of green energy are Sir Terry Leahy, Gandhi, Al Gore.

Your style of leadership is democratic, a.k.a. participative. It is considered as one of the most effective leadership styles in ideal situations. As the name suggests, democratic leaders consider the suggestions and opinions of group members and involve group members in the decision-making process. But they make sure that the final decision is taken by them while being in sync with the majority. This kind of leadership motivates the followers and encourages the group members to participate in the process. It ultimately improves the creativity and productivity of the members. It is one of the ideal leadership styles in an education system.
Read more at Buzzle: http://www.buzzle.com/articles/leadership-styles-quiz.html

The Management Leader
You’re on your way to the top. You’ve got the drive. You’re creative, assertive and empathetic. You have no problem bringing groups of people together, and you enjoy leading them to success. One of your best qualities is your ability to believe in your teammates without being too domineering. What you have to watch out for is your tendency to set overly high expectations of your employees and teammates. Try and be more grounded when faced with unexpected problems. Remember that people aren’t always going to do the job perfectly, so give them room to grow and learn.

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Critical Evaluation of Cataloguing

Issues related to cataloguing materials
There are a number of items I would like to see answered.
• Firstly in regards to the MARC cataloguing, how much do we need to know unless we do this professionally? Do we need to have much real understanding?
• Why was I unable to find ANYONE who could help me with RDA? I understand that there is a need (such as knowing what an authorised access point is) to understand the basic principles, but unless we do this professionally how much do we need to know?
• I like the idea of controlled vocabulary for categorising. I feel that the SCIS theory made a lot of sense to me. One of the elements that made sense to me was the truncation of call numbers in schools. However, looking at some of the examples in the assignment, there were call numbers in a school with over the standard nine digits (three before the decimal and more than six digits after the decimal). Why does this occur? Surely, especially in a primary school library the TL should reduce this number down. Maybe I am being too protective here but given that our collection is not as extensive as other libraries I would opt to go no further than four places after the decimal if possible. Asking a student in Year Two to go and find book number 371.07129456 on the shelf is quite intimidating.
• Do you think that there will ever be a system to replace DDC? Is DDC so successful in its systems that it can keep going? What about school libraries that have particular sections that are so overcrowded but other sections that have hardly any resources? Does ensuring that all ten main classes have sufficient resources constitute a balanced library collection?
• How would the TL list the web-based resources available for a course for students to access? On the current ACT Backpack there is no webpages listed or PDFs. DVDs and sound recordings are kept away from the students and are not for student borrowing. Will this change?
• I remember back to when I started at my last school. The TL did a tour of the library and very proudly showed me the vertical files that she kept. I do not think I referred to them once. How do we as potential TLs recognise that a resource we are categorising is not being used and let it go?
The future of cataloguing
I feel that I have a growing respect for this subject and its future. As I said at the beginning of this blog cataloguing was one of my favourite tasks while I was working at the Co-op Bookshop. But there are a few issues. I read an interesting article called ‘ “Tomorrow never knows”: the end of cataloguing?’. (Danskin, 2007) This article raises a number of issues for the future of cataloguing.
1. There is actually an increasing number of monograph titles being published. There is no shortage of material to catalogue. Financial support to libraries is not increasing at the same rate.
2. Once upon a time it took a long process to get a book published. But now anyone can publish a book or a work and these new titles need to be evaluated. The sheer volume of these new resources defies the traditional cataloguing process. This includes new resource types such as webpages and online journal articles.
3. The old fashioned catalogue are becoming categorised as difficult to use and boring in appearance. OPAC usage is declining in favour of web-based searches.
4. Cataloguing is an expensive process. Many cataloguers are at a retirement age and there is a worry that there are fewer cataloguers out there to replace them. Also consider that the object of cataloguing is to save time (and maybe money) for the end user.
5. Cataloguing is still relevant in a web environment as there is no decline of new resources available. If new publications (print or web-based) are to be added to library collections they will have to be catalogued.
6. Cataloguing is about much more than describing the resource, it is also about establishing a set of relationships and this is important work that cataloguers do. The new OPACs are favouring an increase in the number of access points. Web technologies offer the opportunity to integrate the strengths of the printed catalogues and OPACs into a powerful tool for navigating the world’s knowledge.
7. The entire web does not need to be catalogued but libraries can be selective in what they choose to put in their collections. Web-based resources may be of interest to the general public or they may be of little interest.
8. Spreading the load has been of great benefit to librarians. Having libraries cooperate with one another also benefits. The adoption of RDA is an important example of content standards and sharing information.
9. The future of cataloguing may mean less documentation. It is also believed to shift from the minutiae of description to the principles of organisation. Allocating resources to the elements which can be controlled.
10. It is hard to imagine the web without catalogues. Some of the most popular online resources such as internet movie databases have strong bibliographic underpinning. There are also services where you can catalogue to books in your own library. There still is a future for cataloguing!

What this means for schools is that the nature of resources we may want to include in our school library is changing. This will always happen. There are services available for the TL so that they personally should spend little time cataloguing because it is already done by a subscription service. If anything cataloguing is more important than ever, because information does not have the checks that it used to and it is important to vet information for inaccuracies as this process is not done by publishing houses as it once was.
Cataloguing is about putting the resources together in a logical sequence so they can be found and used. It is about linking related items together. It is about teaching the strengths of the OPAC over web-based searches. It means adapting services for the end-users. It is still needed.

References:
ACT Education and Training Directorate. (2014) Backpack. Retrieved from https://backpack.act.edu.au/login.aspx
American Library Association, Canadian Library Association, and CILIP: Chartered Institute of Library and Information Professionals. (2010). RDA Toolkit. Retrieved from http://access.rdatoolkit.org.ezproxy.csu.edu.au/
Charles Sturt University. (not known). INF328/510 Application of bibliographic standards: Cataloguing exercises. Retrieved from https://doms.csu.edu.au/csu/file/8f686bfd-025e-459c-bb00-ec9a5f33dde7/1/INF328-510-Cataloguing%20Exercises.pdf
Charles Sturt University. (2014) ETL505: SCIS subject headings workbook. Retrieved from https://doms.csu.edu.au/csu/file/32950b2f-c14f-e3b1-c1b5-bb7505f677c8/1/SCIS%20Subject%20Headings%20Workbook.pdf
Danskin, A. (2007). “Tomorrow never knows”: the end of cataloguing? IFLA Journal, Vol.33(3), pp.205-209. Retrieved from http://ifl.sagepub.com.ezproxy.csu.edu.au/content/33/3/205.full.pdf+html
Dowling, A. (2014, August, 24) Ass1Forum. Online Forum Comment. Retrieved from http://interact.csu.edu.au/portal/site/ETL505_201460_W_D/page/95e50698-d8de-4c34-809a-4fd370432b09
Education Services Australia (ESA). (2011a) Guidelines to using SCIS subject headings. Retrieved from http://www2.curriculum.edu.au/verve/_resources/SCISSLguidelines.pdf
ESA. (2011b). Overview and principles of SCIS subject headings. Retrieved from http://www2.curriculum.edu.au/verve/_resources/overview.pdf
ESA. (2013). SCIS Standards for cataloguing and data entry. Retrieved from http://www2.curriculum.edu.au/verve/_resources/SCISCatStandards.pdf
Garrison, K. (2014). Classification. [ETL505 Module 5]. Retrieved from http://interact.csu.edu.au/portal/site/ETL505_201460_W_D/page/a71f364c-437b-4aa3-8025-d55530cbf661
Hider, P. (2012) Information resource description: Creating and managing metadata. London: Facet Publishing
Library of Congress. (2014). Library of Congress. Retrieved from http://www.loc.gov/
National Library of Australia. (2014). Trove. Retrieved from http://trove.nla.gov.au/
Online Computer Library Centre (OCLC). (2014a). Introduction to the DeweyDecimal Classification. Retrieved from https://oclc.org/content/dam/oclc/content/dam/oclc/webdewey/help/introduction.pdf
OCLC. (2014). Classify. Retrieved from http://classify.oclc.org/classify2/
SCIS. (2013). Schools catalogue information service. Retrieved from http://www2.curriculum.edu.au/scis/home.html

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What I have learnt in ETL505.

My experiences in this subject
While I was studying for my undergraduate degree I accepted a job working at the Co-op Bookshop where I studied. I enjoyed it so much that I ended up working there for three years. One of my fondest memories was debating with my colleagues as to where we would file certain books. For example, if we received a title ‘Psychology and the law’ did we file it under law or psychology? We had no official training in how to do this or no official instruction from an institution, however, we did sometimes refer to the Library of Congress (Library of Congress, 2014) for a final say if staff were truly divided. Trove did not exist back in the early 2000s. (National Library of Australia, 2014)
My time working at the Co-op is what motivated me to get started in studying for librarianship. I really loved going to work there and enjoyed sharing a knowledge of available titles with customers and university staff alike. I have been teaching for the last fifteen years and have also enjoyed my time in schools so combining the two passions seemed logical to me. I realise that a bookshop is different to a school library, however, I think that a lot of the principles are shared and I can bring my previous experience and expand on that to service a school community.
I looked forward to this unit and thought that I could expand on my skill base. The first section of the unit focussed on what is an information resource and how do we give a description so that a user can find the right resource. I found this very logical. Also we have to ensure that a collection is well organised so that we can find a resource that is required. I have to expand my knowledge of resources to include more than just books as I had done in my former job. Not only do we have to organise materials well we also have to create a logical way for students and teachers to be able to search what is relevant to that particular topic. We have to be able to describe the attributes and components of said resource. Functional Requirements of Bibliographic Records (FRBR) is where the functions of the library catalogue centre on four ‘user tasks’: finding, identifying, selecting and obtaining library resources. (Hider, 2012)
If the majority of Australian school libraries are using the services of the Schools Catalogue Information Service (SCIS) to provide records for their catalogues, why do school librarians need to be able to create metadata? Even in a bookshop there were times a customer would request an obscure item that was not on our database. It was my job to enter this into the computer system, completing as many of the database fields as I could use. When I first saw Schools Catalogue Information Service (SCIS) website (SCIS, 2013) it did not seem so difficult to use. In terms of digital collections, the Australian Capital Territory (ACT) Department of Education has started to use the Backpack website which allows students to access resources from any computer, school or home. While I knew of this resource, doing this subject has actually encouraged me to use this more with my students.
The unit then started to mention Machine-readable Cataloguing (MARC) records. While I understand this is a computer code, I really struggled with the references to this as I did not understand the code. I understood that there is an advantage to librarians sharing metadata as this saves time for the individual librarian if the record already exists. But the record can only exist if certain standards are met, including functionality, accurateness and comprehensiveness. (Hider, 2012)
The unit then began to look at the Anglo-American Cataloguing Rules (AACR) and Resource Description and Access (RDA). In trying to understand these systems I read so many books about them. I do not feel that this helped me to actually use and implement RDA until I finally had some cataloguing exercises to complete. I completed the RDA worksheet (Charles Sturt University, not known) made available in the unit and had a look at the RDA Toolkit. (American Library Association, Canadian Library Association, and CILIP: Chartered Institute of Library and Information Professionals, 2010) If there was ever a subject where I needed a tutorial or a workshop this was it! I even consulted two local Teacher Librarians (TLs) (recent graduates by the way!) and asked for their help. Neither felt confident in helping me complete this unit of work. I really had to fumble through on my own and I found the support from the lecturers lacked, as reading through forums, the lecturers’ response was very bleak. (Dowling, 2014 August, 24)
The work then changed to SCIS and how to create a subject record using the standard headings and the associated rules. While this is in the assignment I am handing in now I feel confident that I have a good grasp on this. This reminded me of my old job and this is one of the first pieces of assessment that I have really enjoyed in this degree. (ESA, 2011a) (ESA, 2011b) Once again I completed the worksheets and found these helpful. (Charles Sturt University, 2014) I like the controlled language and the clear set of rules which could be applied. There were a few times I looked up books on Online Public Access Catalogue (OPAC) to see what subjects similar titles used but was confident with my answers.
Then came the Dewey Decimal System (DDC)! Once again I wish we could have had a one-on-one tutorial with a teacher as I needed a bit of help all the guidelines could not provide me with. (OCLC, 2014a) I had to complete the exercises using Web Dewey 2.0 as I did not have access to the volumes. I found the Classify website was very helpful and most of the exercises were able to be located here. (OCLC, 2014b) I also used the Trove website to check particular book’s DDCs. (National Library of Australia, 2014) I managed to practice doing the worksheets in the course materials (Garrison, 2014)I understood how to use the guide SCIS Standards for cataloguing and data entry. (ESA, 2013)
In conclusion, I have learnt a number of new skills from this subject. It is very different from other subjects I have completed in that it is more skills-based. I feel that there could have been more support in tutorials, or a webinar I this subject as the only feedback I have to know how I am going is the final assessment item.

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