Library Literacy by Teacher Superstore

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ISBN 978 1 86397 748 7

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Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

Contents Dewey who? 2 ............................................. 30

Links to student outcome statements ........... 5

Dewey’s details ............................................ 31

The quest for knowledge .............................. 7

Using the catalogue for Dewey ................... 32

Sorting the wheat from the chaff ................... 8

Decorative Dewey ...................................... 33

Locating the best for the quest ...................... 9

Organising Dewey 1 .................................... 34

What’s the deal with libraries? ..................... 10

Organising Dewey 2 .................................... 35

Finding your way around ............................. 11

Library Scavenger Hunt ............................... 36

History of the printing press ........................ 12

Library Scavenger Hunt - Student ................ 37

Life as we know it ........................................ 13

Using the Internet ........................................ 38

Fiction book bingo ....................................... 14

Using the Internet 1 ..................................... 39

What’s that book? ........................................ 15

Using the Internet 2 ..................................... 40

Fiction in pictures ......................................... 16

Learning to learn .......................................... 41

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Rationale ........................................................ 4

© ReadyEdP ub l i c a i ons 42 Defining your task 1t ..................................... Defining your task – Think, pair, share ........ 43 Fact or fiction? .............................................. 18 •f orr evi ew puLocating r po sesonl y• your resources .............................. 44 Animal Fiction .............................................. 19 Not just any book ........................................ 17

Australian animal quiz ................................... 21

Organising and synthesising .......................... 46

Reference books .......................................... 22

Creating and presenting ............................... 47

Online encyclopaedias ................................. 23

Evaluation ..................................................... 48

A - Z ............................................................. 24

Acknowledging your sources ....................... 49

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Selecting and analysing ................................. 45

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Animal Fact .................................................. 20

Using an atlas 1 ............................................ 25

Creating a reference list ............................... 50

Using an atlas 2 ............................................ 26

Inquiry learning ideas .................................... 51

Parts of a book 1 .......................................... 27

Special weeks in the library .......................... 52

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Parts of a book 2 .......................................... 28 Dewey who? 1 ............................................. 29

Rationale All activities are outcomes based with cross-curricular application to all learning areas. Activities are designed to use a variety of learning strategies and learning styles including Internet research, critical thinking, class games, graphic organisers and mind mapping.

r o e t s Bo r e p ok u S Internet References

This book presents explicit skills required in the information literacy process. It enables students to recognise the need for information and to begin to obtain it from a range of sources. Through the activities in the book students will have the opportunity to investigate the purpose of their school library and then use the resources available to them to collect information, organise it and use it in a variety of ways.

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Library Literacy is aimed at upper primary school and lower secondary school students. It aims to encourage students to develop information literacy skills through use of the school library. Its intended use is by classroom teachers in the weekly school library session.

For ease of use, all websites referred to in this book can easily be accessed through the Library Literacy links page at www.readyed.com.au/urls/Various/

Accessing this site saves students from typing in complicated addresses and also allows us to update any links that may move or disappear from the World Wide Web altogether. This page is regularly updated so check the site frequently!

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literacy process, Library Literacy covers a wide variety of topics ranging from the beginnings of libraries, the invention of the printing press and Internet, the Dewey Decimal system, researching in the library and on the web, fiction and non-fiction and the inquiry learning process.

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ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ With a major focus on the information

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Links to Student Outcome Statements The activities contained in Information Explosion address the following outcomes.

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Western Australia Curriculum Framework Overarching Learning Outcome 3. ‘Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others. Students frame and clarify questions, collect information, organise it and represent it in ways suited both to the type of information and to their purposes. They analyse and interpret information, judge its quality and decide what conclusions or inferences might reasonably be drawn, taking into account the element of chance involved in its collection: for example, students may find out a fact about an animal; search the Internet for information on the effect of a recent volcanic eruption on weather patterns; integrate information from several brochures to plan a trip; reorganise data about favourite foods to answer new questions; investigate immunisation practices in Australia and prepare a poster to communicate conclusions to peers; produce statistics and graphs to compare responses of students and parents to a survey on the age of transition to secondary school; review the evidence in a foreign newspaper article on the impact of industry on the environment; or use the Internet to work with and share information with students in other schools.’

The skills and processes in this book are directly linked to the curriculum outcome areas of Society and Environment and Technology across the states. The specific outcomes of skills in investigation and information are covered as relevant learning areas.

Outcome references: (Level 2)

• The student, when given a focus question, can identify aspects to be considered and use simple data-gathering techniques to collect information; and can select and compare relevant, literal, factual information in presenting findings and comparing own interpretation with those of others.

• The student relates an understanding of the common ways information is used, processed and transmitted to the use of various techniques to gather, send, receive, store and transmit information and create information products.

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Information:

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Investigation:

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Web Links General References

r o e t s Bo r e p ok u Libraries S - Dewey Decimal System

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www.readed.com.au/urls/election All websites listed below are linked from this main index page.

www.oclc.org/dewey/

Australian Library and Information Association

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This is the official homepage for the Dewey Decimal System. It includes information for teachers and students on history of the system and how it works.

This site is the professional organization for the Australian Library and Information Services sector.

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www.asla.org.au/

Information Literacy Process

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The official site of the Australian School Library Association. Contains extensive information for teacher librarians and teachers and links to state and territory organisations.

EDNA Education Network Australia This site claims to be Australia’s leading online resource collection for educators. It contains extensive information about inquiry learning.

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Big 6

This site clearly outlines the Big 6 approach to information literacy. A v ery useful site for teachers. www.big6.com/

The Quest for Knowledge Student Fact Sheet

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In the 21st century we live in a rapidly changing world. Communication methods such as the World Wide Web, email and mobile phones have sped up how we keep in touch with other people, and transport methods such as jumbo jets have meant we can travel around the world quicker than ever before. This means that new ideas are constantly developing and we are able to access more and more information. Every day we receive more new information than our grandparents possibly received in a whole month. We are bombarded by new ideas and ways of doing things in rapid succession, many careers we might like to do have not even been invented yet – how can we keep up? If information is constantly changing then how can we ever hope to manage it and find out what we need or want to know? How will our quest for knowledge be achieved?

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Has anyone ever told you that life used to be simpler in the past? Maybe your parents or grandparents have said ‘when I was your age we didn’t have the Internet or email’. Can you imagine what that would be like?

In the past accessing what you needed to know was certainly simpler. Buying a set of books called encyclopaedias meant you could be reasonably sure you could find out ‘the facts’ from looking it up in a book. Today life is a little more complicated. Of course there are still books but in addition we have many more ways of finding out information. Today our ‘quest’ is not to find out the ‘facts’ because often these change too quickly, but to learn, firstly, information and research skills that can be used in any situation and, secondly, how to manage the vast amounts of information we have available to us. We have to sort the wheat from the chaff, or the useful information for our purposes from the advertising and the misinformation and the inappropriate or irrelevant, so we can decide what information is useful.

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How can this be done? The information age we live in has been described as being like a library where all of the books have been torn from the shelves and thrown into random piles on the floor. It will certainly take some sorting to be able to find what we need!

Sorting the Wheat from the Chaff Read the ‘Quest for Knowledge’ student fact sheet and then complete the brainstorm below.

Student Activity Sheet

Your Task

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a. In pairs discuss and then list a question you would like to find the answer to (for example, who were the AFL premiers for the grand final in 2000?). Write this in the centre of your brainstorm.

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b. Now brainstorm all of the possible sources of information you could use to find out this information (ask Mum and Dad, use the AFL website, etc).

c. Once you have finished use a highlighter or different coloured pen to indicate which sources you think you would be the best to use (i.e. the most reliable or the easiest).

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Brain Storm

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Locating the Best for the Quest Your Task

Student Activity Sheet

In pairs examine the table of topics and then match each to the most appropriate source of information.

r o e t s Bo r e p ok u S The best available I want to find out …

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source might be …

About Corfe castle in England

How to make a cheesecake

A street directory or online directory

A book or online encyclopaedia © ReadyEdPu bl i cat i ons •f orr evi ew pur p osesonl y• A family member The latest weather in Perth, WA

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How to get to the Melbourne Cricket Ground

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A cookbook

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The latest movie times

The Internet

The most water efficient washing machines

Comparison website

What time the family picnic starts on the weekend

A newspaper

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What’s the Deal with Libraries? Student Fact Sheet So when you’re on a quest to find the answer to something it seems like the best source of information could be any number of things – it could be a book, an Internet site, a newspaper or even a person. Where to start?

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Libraries are a good source of information all in one place. A bit like a one-stop-shop for your information needs!

Generally a library is defined as a collection of information resources and services, which are organised for use. There are a number of different types of libraries including public libraries, school libraries, academic libraries and company libraries. There are also many more special libraries such as toy libraries, data libraries, photo libraries, medical libraries and law libraries.

World libraries

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There are some amazing libraries throughout the world including: • •

The British library in London; The Royal Library of Alexandria in Egypt which was once the largest library in the world and is thought to have been started in the 3rd century BC; The Bodleian Library at the University of Oxford, which is one of the oldest libraries in Europe. The Bodleian keeps a copy of every book published in England and now has more than 8 million items on 188 kilometres of shelving! As a result it has a severe shortage of places to store its resources and more than a million items are stored outside of Oxford including in an old salt mine; The New York Public Library in the USA which is one of the leading public libraries of the world and one of America’s most significant research libraries; The National Library of Australia in Canberra.

The books in school libraries are generally divided into two groups:

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Fiction – A book, which is made up from imagination, for example a novel.

•

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Non-fiction – The name given to books about real people, places and things.

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A librarian is a person trained in library and information science.

•

Finding Your Way Around Your Task

Student Activity Sheet

a. Have a detailed look at your school library. b. Imagine you are producing a brochure for new students to the school. In the space below draw a map that shows the resources in your library. Be sure to include all of the resources, e.g. the fiction and non-fiction sections, the reference section, the location of the computers, the magazines and newspapers, and any others.

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c. See if you can colour code your map into different sections using a key.

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History of the Printing Press Student Fact Sheet

r o e t s Bo r e p ok u S The Internet - Did you know?

Printing - Did you know? •

Printing is a process for reproducing text and image, usually with ink on paper using a printing press;

•

Johannes Gutenberg invented the printing press in the fifteenth century!

•

Gutenberg’s printing press was made of wood and he invented moveable metal type – before this books had to be handwritten which was very time consuming; In 1455 Gutenberg printed the Christian bible – the world’s first printed book;

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The Internet is over 40 years old people started talking about the ideas that would eventually become the Internet as early as 1962;

•

There is no one inventor of the Internet – many people have invented technologies that have helped in its development;

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Only a few years later there were printing presses set up all over Europe;

•

By 1500 there were more than 9 million books in circulation;

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Research Projects Agency) and talked about a galactic network that anyone could access;

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The Internet was created in the 1960’s as a huge network, linking big university and government computers;

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•

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Just imagine a world without books or computers. We take these two tools of daily life so much for granted that it’s sometimes hard to remember that someone had to invent them in the first place! The invention of the printing press and the invention of the Internet are two brilliant ideas that have changed history!

o c . che e r o t r s super •

In 1972 the first email was sent;

•

The Internet is a net (like a fishing net) of computers all connected together by cables;

•

Http stands for Hyper Text Transfer Protocol and is the most common sort of protocol that computers use to get to web pages;

•

In 1989 Tim Berners-Lee, a scientist in Geneva, proposed the idea of the World Wide Web.

In the 1600’s newspapers began to appear.

Life as We Know It Your Task

Student Activity Sheet

a. Imagine you are living 100 years in the future. The earth has been ravaged from years of human abuse and it is now nothing like we know it. Amongst other things there are now no books, magazines, newspapers, televisions or the Internet.

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b. Write a story that shows what your life is like.

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© ReadyEdPubl i cat i ons _________________________________________________________________________________ •f orr evi ew pur posesonl y• _________________________________________________________________________________

_________________________________________________________________________________

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_________________________________________________________________________________ _________________________________________________________________________________

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_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Teacher Resource Sheet Fiction Book Bingo

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What to do:

• Spend a lesson in the library allowing students to investigate fiction books of their own choice. • Whilst in the library direct students to write down the titles of five (5) books that interest them.

To play bingo:

• Shuffle the bingo cards and allocate one card per student. • Give students a counter to cover their books on their bingo card when called.

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Teac he r

Purpose: To immerse students in fiction books in the library.

• Call out the names of fiction books from the master list until one student has completed their card and calls ‘Bingo’.

• Compile a master list of fiction books to play the game with.

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• Back in the classroom direct students to produce a bingo card of ten (10) books.

• This game can be made more difficult my giving clues to the fiction book instead of the name, i.e. a Dr Seuss book about strange coloured food. It may be necessary to ensure students are then familiar with a wide range of fiction books.

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Teacher Resource Sheet What’s that Book?

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To play ‘What’s that book?’

What to do:

• Collect the summary cards and divide them into four sets.

• Have each student read a fiction book. • Direct students to write a summary of the book on an index card without listing the title.

• Divide the class into four teams (or more dependent upon student numbers).

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Teac he r

Purpose: To have students read a variety of fiction books and summarise their storyline.

• Allocate each team cards, which have not been written by them.

• Choose one team to begin and explain that each team has 60 seconds to decide which book the summary is about.

• Have students then read the summary to the class.

• Take a card and begin reading the summary (time from now).

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• Teams can confer and then announce the name of the book and get one point per correct answer.

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What’s that book?

• Continue with all other teams and, if necessary, go into extra rounds if teams are on equal points.

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Teacher Resource Sheet Fiction in Pictures

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What to do:

• Read, or have students read, a variety of fiction books. • Prepare a list of popular fiction books for each team or group in the class. • Write each title on a card.

To play ‘Fiction in Pictures’ • Divide the class into appropriate teams. • Have teams select one person to draw.

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Teac he r

Purpose: To have students read a variety of fiction books and draw their titles.

• One team at a time have the person drawing come to the board. Give the student a selection of approximately four (4) title cards that they must look at but not show their team mates.

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Pirat es Carr of the ibea n

the book without using words, until their team mates either guess or say ‘pass’. Teams are allocated points per correct title.

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Ali land Wonder

• The winning team is the one with the most points.

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Not Just Any Book Your Task

Student Activity Sheet

a. Choose and read a fiction book that interests you. b. Imagine you are a feature writer for your local newspaper. Write a review of the book outlining its main characters and plot and your opinion of it, in the space below.

_________________________________________

Book Review

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r o e t s Bo r e p ok Book Title:u S Author:

_____________________________________________________________________________ _____________________________________________________________________________

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_____________________________________________________________________________ _____________________________________________________________________________

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_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 17

Teacher Resource Sheet Fact or Fiction? Purpose: To have students decide whether information is factual or fiction. What to do:

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Teac he r

• Divide students into groups of four. • Have each group nominate an Australian animal that they would like to investigate. • In groups allow students time to complete a KWL on sheets of paper.

• Once the age-appropriate books have been read have students complete a retrieval chart of statements for their animal (example on next page). Have students only use their fiction book for their source of information.

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• Discuss with students the difference between fact and fiction.

possums – Possum Magic by Mem Fox and Julie Vivas).

• When students have completed their retrieval chart have them write ‘fact’ or ‘fiction’ next to their statements. For example, from Diary of a Wombat a statement may have been that wombats like rolled oats. Students must decide whether they believe this statement is true or false, or fact or fiction.

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L – What students have learned (to be filled out at the end of the task).

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Our Australian Animal

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K – What we know

W – What we want to find out L – What we have learned

• In their groups have students select and read at least one fiction picture book that relates to their animal.

(e.g. wombats - Wombat Stew by Pamela Loftus or Diary of a Wombat by Jackie French or

• In their groups students now select and read at least one non-fiction book (to extend the activity this could also be using the Internet or a CD ROM, etc.) that relates to their animal.

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K – What students know about their particular animal;

• Students now complete a second retrieval chart using their nonfiction book. • When both retrieval charts have been completed have students complete the L section of their paper KWL chart with facts.

• Reinforce the difference between fact and fiction.

Animal Fiction Student Activity Sheet

Your Task a. Use your chosen fiction book only to complete a retrieval chart about your animal in the space below.

Name of the fiction book: ________________________________________

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This is what I learned about: _____________________________________ (name of animal)

It looks like:

This is what it eats:

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It lives:

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b. When you have finished write the word Fact or Fiction next to each of the statements in your chart depending on whether you believe the statement is true or not. 19

Animal Fact Student Activity Sheet

Your Task a. Use your chosen non-fiction book only to complete a retrieval chart about your animal in the space below.

Name of the non-fiction book: ____________________________________

It looks like:

This is what it eats:

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This is what I learned about: _____________________________________ (name of animal)

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It lives:

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b. When you have finished write a few sentences about how what you learned about your animal from the fiction book differed from what you learned from the non-fiction book. 20

Teacher Resource Sheet Australian Animal Quiz

r o e t s Bo r e p ok u S What to do:

• Use the facts students have obtained from the previous tasks to compile a list of facts about Australian animals. • Distribute the list to students in their groups.

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Teac he r

Purpose: To use factual information obtained from retrieval charts in a quiz.

• Allocate groups an animal they did not © Re a dyEdand Pu b l i c at i ons previously research have them make up three (3) quiz clues for that animal. •f orr eFor vi ew‘I p r po se sonl y• example am au mammal, I am native

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• Use the clues to either, hold a whole class quiz on Australian animals, or to have groups swap clues to try and guess animals.

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only to Australia and I am very good at digging’.

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Reference Books Fact Box All libraries contain reference books. These books are usually in a separate section of the library and are specifically for looking up information rather than for reading from cover to cover. Often reference books cannot be taken out of the library.

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Some examples of reference books are: J Atlas

J Dictionary

J Dictionary of quotations

J Telephone

J Thesaurus

book

J Guinness Book of Records

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In times past libraries often also contained encyclopaedias but it is now more common for these to be available online rather than in paper format because the information they contain changes so quickly.

Your Task

Student Activity Sheet

A sunshine wheel is used to brainstorm ideas in groups. The central topic is written in the middle of the wheel and ideas are written in the arms on the outside.

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Reference Books

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In groups of four examine your libraries Reference Section and create a sunshine wheel for Reference books in the space below. Brainstorm what you know about reference books and what type of information you may be able to obtain from them.

Online Encyclopaedias Fact Box Online encyclopaedias are set out in a similar manner to paper encyclopaedia books in that they usually have volumes for each letter (or several letters) of the alphabet. With an online search however, instead of flicking through a book to find what you need you search by using key words.

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For example, if you wanted to look up facts about Australia in a book you would take the ‘A’ encyclopaedia volume and turn the pages until you found the section on Australia. You would then skim-read the book to locate the information you need.

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Your Task

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To complete an online search you would type in the word Australia. With Australia being such a broad topic, however, you may need to narrow your search to be more specific or you would have to sift through the huge volumes of information available to find what you really wanted!

Student Activity Sheet

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J Musical instruments around the world J Song titles and the artist who sang them

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J Sports and where they were invented

o c . che e r o t r s super J Animals and the country they are native to J Girls’ or boys’ names and their meanings J Place names and their meanings

b. In pencil complete the A to Z chart on page 24 with your own general knowledge, e.g. a sport for b could be baseball. c. Using any online encyclopaedia your library has access to complete the research section of the question, e.g. under baseball you might find out it was invented in the USA. 23

A-Z Chart A

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Using an Atlas 1 Fact Box

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Your Task

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Atlases are one type of reference book found in a library. An atlas is a book (or also now online) containing maps and information about places on earth. Some atlases are large scale maps which show a small part of the earth’s surface and some are small scale maps which show a much larger part of earth. One of the most common uses of an atlas is to find out where places on earth are – countries, cities, landforms like rivers and mountains – they are all found in an atlas. Being able to use an atlas is a useful skill to have.

Student Activity Sheet

a. Think about the TV, radio and print news where countries around the world are often mentioned. List three countries that you have heard about in the media this week.

© ReadyEdPubl i cat i ons • ______________________________________________________________________ f orr evi ew pur posesonl y• •• ______________________________________________________________________ • ______________________________________________________________________

b. Use an atlas and find those countries. List the country, the continent it is in and the page it appears on in your atlas.

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Country: __________________ Continent: ___________________ Page Number: ____

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Country: __________________ Continent: ___________________ Page Number: ____

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c. Which countries are famous for the following foods – fill in the table and find the country in your atlas. Food

Country it is from

Page in atlas

Pizza Tacos Peking duck Hamburger

Using an Atlas 2 d. Turn to the Contents Page of your atlas. Write down the page you would turn to if you wanted to find the following:

Page in atlas

r o e t s Bo r e p ok u S Australia The World - Physical New Zealand Canada Russian Federation

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A map of

Atlases often have symbols to show features on earth that would be too big to show on paper. Maps usually have keys that explain the meaning of the symbols used on them.

e. Find the section on symbols in your atlas and, in the space below, draw five examples of symbols used.

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f. Find the points of the compass diagram in your atlas and draw it below.

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Direction is important in using an atlas because it tells where one place is in relation to another.

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There are many different types of maps in an atlas.

g. Find out the types used in your atlas and write five examples in the space below.

• ___________________________________________________________________ • ___________________________________________________________________ • ___________________________________________________________________ • ___________________________________________________________________ • ___________________________________________________________________ 26

Parts of a Book 1 Your Task

Student Activity Sheet

a. Find a book in your library and have a good look at its parts. b. Write the title, author and publisher in the book diagram below.

r o e t s Bo r e p ok u S Word List

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c. Using the word list draw an arrow from the word to its part on the picture.

J Title

J Author

J Publisher J Spine

J Index:

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J Bibliography:

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d. Write a definition for each of the words using a dictionary or your own definition. Include where you would find each of these in a book. Definition: _________________________________________________________________________ Location in a book: __________________________________________________________________

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Definition: _________________________________________________________________________ Location in a book: __________________________________________________________________

J Table of contents: Definition: _________________________________________________________________________ Location in a book: __________________________________________________________________

J Glossary:

Definition: _________________________________________________________________________ Location in a book: __________________________________________________________________

J Copyright date: Definition: _________________________________________________________________________ Location in a book: __________________________________________________________________

Parts of a Book 2 Student Activity Sheet

Your Task Select three books from your library (fiction, non-fiction and reference). In the outlines below fill in the required information.

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r o e t s Bo r e p ok Book J Fiction Book J Non-fiction u S

Title: ______________________________

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Title: ______________________________

Author: ____________________________

Author: ____________________________ Publisher: __________________________

Publisher: __________________________ Date and place of publication: __________

Illustrator: __________________________ © ReadyEdP ubl i cat i ons Page number of table of contents: _______ Place of • publication: __________________ f or r evi ew pu r posesonl y• Date of publication: __________________

Illustrator: __________________________

Index: _____________________________

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Reference Book

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Bibliography and glossary: _____________

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Title: ______________________________

Is it part of a set? ____________________

Author/editor: ______________________

Table of contents: ___________________

Publisher: __________________________

Index: _____________________________

Date of publication: __________________

Bibliography: ________________________

Place of publication: __________________

Glossary: __________________________

Dewey Who? 1 Student Fact Sheet Have you ever gone to the library and wondered how you would find exactly what you’re looking for? All of those shelves with so many books – where to start?

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Melvil Dewey was 80 when he died of a stroke on December 26, 1931 but he is certainly remembered for the Dewey Decimal Classification System. The DDC is still the most widely used library classification system in the world. Mr Dewey’s idea was so good it has lasted for more than 130 years so far and it has spread to more than 200 000 libraries in 135 countries around the world.

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Libraries are organised in a great way that makes it easy to find things. This system is called the Dewey Decimal System and it helps to arrange the items in a library so that library users can find them. It’s a bit like arranging things in your room – socks and underwear in the drawers, shirts hanging in the wardrobe, toys in the toy box, books on the bookshelf and so on. It would be a big mess if everything were just randomly thrown about!

Teac he r

So he shortened his first name to Melvil as a young adult, dropped his middle names and even spelled his last name as Dui for a while!

So what exactly is the DDC system? © R e a d y E d P ub l i c at i o swhich The DDC is arranged by n topics, The Dewey Decimal System (or DDC for are in turn, arranged into ten main short) got is name from Melvil Dewey f or r e vfrom i ew pur posesonl y• classes: who• invented it. He lived 1851 to

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000

Computer science, Information and General Works

100

Philosophy and Psychology

200

Religion

300

Social Sciences

400

Languages

500

Science

600

Technology

700

Arts and Recreation

800

Literature

900

History and Geography

m . u

w ww

1931 and introduced the DDC in 1876 when he was just 21 and working as a student assistant in a library. He was actually born Melville Louis Kossuth Dewey on December 10 in 1851 but he was very interested in simplified spelling.

o c . che e r o t r s super

Dewey Who? 2 Student Fact Sheet

r o e t s Bo r e p ok u S

700

Arts

710

Landscaping and area planning

720

Architecture

730

Sculpture, ceramics and metalwork

740

Drawing and decorative arts

760 770

780

Music

790

Sports, games and entertainment

w ww

. te

Revisions of the DDC throughout the years have been needed because many of the subjects libraries classify now did not even exist when Melvil Dewey invented his system.

m . u

750

Each division is then further divided into sections! All of these numbers appear on the spine of a book on the left hand side of the decimal point. The numbers on the right side are used to divide a specific subject into even more specific parts of a subject. So basically the non-fiction books are arranged according to their Dewey number and then books with the same Dewey number are further arranged alphabetically by their author. It’s a bit like sorting your CD’s alphabetically by artist, for example.

ew i ev Pr

Teac he r

This is okay to start with but science, for example, is a huge topic. How would you find, say, a book about chemistry if all books about science were just given the number 500? This is why the ten main classes are then further divided into ten divisions. For example:

o c . che e r o t r s super

Dewey’s Details Your Task

Student Activity Sheet

a. Read the ‘Dewey Who?’ fact sheet on pages 29 and 30. b. Do some additional research about Melvil Dewey if you can. The Dewey Decimal System homepage is a good place to start www.oclc.org/dewey/

r o e t s Bo r e p ok u S

c. Imagine Melvil Dewey lived today and has a My Space page. d. In the space below write Melvil’s profile.

ew i ev Pr

Teac he r

e. Write a short blog for Melvil about why he introduced the Dewey Decimal system to libraries.

My Space

Melvil Dewey

About me

Who I’d like to meet

w ww

m . u

Interests

. teey’s Blog De w o Dew c . che e r o t r s super

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Using the Catalogue for Dewey Fact Box The catalogue in your school library is most likely a simple-to-use computer system. Usually you will be able to look up a subject, a book title or an author’s name. Once you have done this a list of Dewey Decimal numbers will show the resources that are available in your library.

Teac he r

Use the library catalogue to complete the following:

Student Activity Sheet

ew i ev Pr

r o e t s Bo r e p o u k Your Task S

a. Do a title search for a sport you like and list a Dewey number under which you would find a book on the subject. ________________________________

Dewey number: __________

b. Choose a country you would like to visit and do a title search to find a Dewey number for a book about that country. ________________________________

Dewey number: __________

© ReadyEdPubl i cat i ons ________________________________ Dewey number: __________ •f orr evi ew pur posesonl y• d. Think about your favourite food. Do a title search to see if you can find a cookbook c. Choose an animal you don’t know much about and see if there are any books in your library about the animal. Write down a Dewey number.

that includes your favourite food. Write down a Dewey number. ________________________________

Dewey number: __________

________________________________

. te

m . u

w ww

e. Choose your own subject and look it up to see which books are available in your library. Write down a Dewey number.

Dewey number: __________

Using the Dewey numbers you have written down, go to the library shelves and find one book for each of the questions above. In the spaces below list the title of the book and the author.

o c . che e r o t r s super

Title: ______________________________ Author: _________________________

Teacher Resource Sheet Decorative Dewey

r o e t s Bo r e p ok u S Dewey!

What to do:

• Divide the class into ten groups. • Using the Dewey numbers below have students create a library banner for each of the Dewey categories.

ew i ev Pr

Teac he r

Purpose: To further investigate Dewey numbers by creating library banners.

science, could bei simply created ©Computer R e a d yEdP•uBanners b l i c a t o n s Information and General out of card or could be more Works elaborate artwork creations using • f o r r e v i e w p u r p o s e s o n l y • 100 Philosophy and Psychology materials such as fabric. Religion

300

Social Sciences

400

Languages

500

Science

w ww

200

600 700 800 900

. te

Technology

• In their groups students could: - Find out the types of subjects the Dewey category contains;

m . u

000

- Locate at least the name of one resource from that category; - Design pictures/artwork to accompany the banner;

o c . che e r o t r s super

Arts and Recreation Literature

History and Geography

- Create a library banner to be displayed in the library or classroom.

Organising Dewey 1 Student Activity Sheet

Your Task

Imagine you have a pile of books that need reshelving. Using the Dewey Decimal Classification System numbers below complete the tasks that follow.

r o e t s Bo r e p ok u S Rank Category Title

Computer science, Information and General Works

100

Philosophy and Psychology

200

Religion

300

Social Sciences

400 500 600 700

(1 – 10)

(000 – 900)

Ceramics for Fun

Battles of World War Two Using PowerPoint

It’s All Greek to Me: The Classical Greek Language

Arts and Recreation Literature

900

History and Geography

w ww

800

. te

The Marvels of Modern Art The Beatles Story – Four Men in a Band

m . u

000

ew i ev Pr

Teac he r

a. Begin by recording the three-digit number for the group of books that best fits each title. For example, a book called Science in our Daily Lives would belong to the category 500 – Science. Then put the titles in order from 1 to 10. The book with the lowest category number should be ranked number 1.

Architecture in a Modern World

o c . che e r o t r s super

b. Examine whether there are any books that fall into the same category. List them here.

• ______________________________________________________________ • ______________________________________________________________ • ______________________________________________________________ • ______________________________________________________________ • ______________________________________________________________ 34

Organising Dewey 2 c. Using the 700’s sections below further classify your books that had the category 700. 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 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Arts

710

Landscaping and area planning

720

Architecture

730

Battles of World War Two

Sculpture, ceramics and metalwork

Using PowerPoint

740

Drawing and decorative arts

750

Painting

760

Graphic arts

770

Photography and computer art

790

Category

(1 – 10)

(000 – 900)

Title

r o e t s Bo r e p ok u S

Ceramics for Fun

It’s All Greek to Me: The Classical Greek Language Chemistry for Beginners

Paddling a Kayak – the Basics The Magic of the Mind

The Marvels of Modern Art

The Beatles Story © ReadyEdPubl i c at i ons – Four Men in a Band Sports, games and Architecture in l ay Modern entertainment • f orr evi ew pur pos eson •World Music

w ww

m . u

780

Rank

ew i ev Pr

Teac he r

700

d. To further categorise the books, what information would you need to know?

. te o c _____________________________________________ . c e her r _____________________________________________ o t s super _____________________________________________

Teacher Resource Sheet

r o e t s Bo r e p ok u S Purpose: To review the location of various print and non-print materials in the library. What to do: • Divide the class into five groups all with the Scavenger Hunt master sheet. • Have students see which group can be both the fastest and most accurate in locating the items on the scavenger sheet.

ew i ev Pr

Teac he r

Library Scavenger Hunt

w ww

. te

m . u

students.

o c . che e r o t r s super

Library Scavenger Hunt Your Task

Student Activity Sheet

In groups see how fast and accurate you can be at locating the following:

r o e t s B r e o(Callonumber and title) Hunt itemp Details u k S

• A book with a call number in the 500’s • A fiction book written by Mem Fox

ew i ev Pr

Teac he r

• A book about Captain Cook

• A picture book with an animal character

• A non-book resource

w ww

• Two books on plants listed in the library catalogue

. te

m . u

• An atlas

o c . che e r o t r s super

• A book about football or netball • A children’s DVD

• One resource on Antarctica in the library catalogue • A newspaper

Using the Internet Student Fact Sheet

r o e t s Bo r e p ok u S

Tips for surfing: • Use a good search engine – check with your teacher; • Think carefully about the key words you type into the search engine – if you are too broad in your description it may take you a long while to find what you are really looking for. Try to be as specific as possible;

ew i ev Pr

Teac he r

The Internet is huge! There is such a wide range of information available that it can be difficult to narrow down what it is you are looking for. It is important to know the best way to navigate so that you don’t waste a lot of time.

• Depending on the type of information you are looking for, government sites may be more reliable than those ones that are there to advertise a product or service;

. te

• If you are searching for specific Australian information it is sometimes better to use an Australian search engine or ask for only Australian sites;

• Read carefully through the information you find on the Internet and check to see who wrote it. Some sites are more reliable than others depending on the reason they have made the information available;

m . u

w ww

• A Boolean search may help in finding what you want – this a search where you use the words ‘AND’, ‘OR’ and ‘NOT’ to refine what you are looking for, or to exclude some things;

o c . che e r o t r s super

• Remember that anyone can publish information on the Internet and what you’ve found might not necessarily be true or accurate;

• Make sure you keep a record of the Internet sites you have visited so that you can find them again and you have the details for when you write your investigation bibliography.

Using the Internet 1 Your Task

Student Activity Sheet

a. Imagine you have been asked to give a talk at your school for Australia Day. You have to choose one of the topics below to talk about: - Should Australia have a new flag? - Should Australia become a republic? - How has immigration affected Australia? - What is an Australian? - What is an Australian icon?

r o e t s Bo r e p ok u S

Teac he r

b. Using a suitable search engine type in key words that you think will assist you in researching your topic.

ew i ev Pr

c. If you don’t get a website that is helpful continue trying with different key words or using a Boolean search until you find what you are looking for. d. Choose one website that you think might be useful if you were to research your topic. e. Evaluate the website using the headings below.

Website Evaluation:

J URL/Address:

J Date you accessed it:

the author part of a group such as a company or government body?

w ww

J Is

J Author of the site or article:

. te

m . u

o c . che e r o t r s super

J What is the purpose of the website – why do you think it was made?

J Who is the site’s target audience (who are they aiming at)?

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Website Evaluation:

When was the website last revised? Is this important to your research?

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Did you find any dead links?

Is the information relevant to your topic? How?

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Does the website have any advertisements? Does it sell products?

Would you consider this to be a useful website if you were to research your chosen topic? Why?

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Would you consider this to be a trustworthy site? Why?

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Any other comments on this website?

Teacher Resource Sheet Learning to Learn

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Inquiry learning encourages learners to work collaboratively with teachers to examine the complex nature of the world and actively engage in forming concepts and generalisations rather than being simply ‘told’ simple answers.

Generally these steps involve:

1. Defining Identifying what they want to know or what the task is asking.

• Providing opportunities for students to go beyond what they know and explore new information;

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• Giving students the opportunity to demonstrate what they have learnt; and

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3. Selecting and analysing Gathering, sorting and organising the information by its appropriateness to the task.

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The inquiry learning process involves a number of steps including: •

As a component of inquiry learning students need to become well versed in the information literacy process and develop effective inquiry skills. Known by a number of names such as The Big 6, or the Library Inquiry Process, skills in this area will assist students to clarify their inquiry task and take steps to solve the problems posed.

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Inquiry learning engages students in forming their own opinions about a topic and having time to explore the answers. In an inquiry learning process students both pose the questions and then find the answers or solve problems.

4. Organising and Synthesising Using tools such as graphic organisers to organise the information most relevant.

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• Enabling students to apply the new information to new or different situations.

5. Creating and presenting. Presenting the information in the most appropriate way. 6. Evaluation Reflecting on what has been learnt in the inquiry process.

Defining Your Task 1 Fact Box Imagine you’ve just been given a new task in class. You’ve been asked to do a project or research a topic but where do you start? Do you race to the library full of enthusiasm and start looking on the shelves at books? Or do you immediately log on to Google and start trawling the Internet to see how much information you can find?

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Actually neither of those approaches is best if you want to get the most out of your research!

Think, Pair, Share Topics

Your Task Working in pairs, examine the topics and choose one to investigate.

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Before you do anything about researching it is important to sit down and really think about your task. What is it asking? What needs to be done? What do you already know? What are you interested in? Who could help you? Where could you find out?

Scientific whaling should be allowed – what do you think? What is ecotourism and how is it different to other tourism?

© ReadyEdP ubl i cat i ons We don’t need laws; people should just This strategy encourages you to first think about control their own behaviour. What do odiscuss rr e vi ew ur p osesonl y• your issue• andf then it with other peoplep you think? (initially one other person in a pair and then joining two pairs together to form a group of four).

Have humans caused global warming? Should advertising be banned during children’s television programs?

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Put a tick next to the topic your pair has chosen.

a. Think: Individually think about the topic you are about to investigate and list any questions you would like answered about the topic. List them below.

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J Think:_______________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

Defining Your Task 2 Think, Pair, Share b. Pair: Join up with your topic partner to form a pair. Examine both of your lists. Compare the lists and discuss the reasons for including particular questions. Then write a joint list below.

J Pair:

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J Share:

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c. Share: Join two pairs together and examine your two pair lists. In your group of four discuss any similarities and differences in your lists. Jot down any further notes in the space below.

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_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

Locating Your Resources Student Activity Sheet

So by now you might have more of an idea of what your topic is about. The next step is to start finding your resources.

Your Task

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Brain Storm

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a. In your group of four begin to examine the resources that may be useful for your topic. Elect a group scribe and complete a group brainstorm in the space below. Remember to consider all types of resources such as books, the Internet, reference books, audiovisual materials, newspapers, etc.

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b. Individually search the library and find two resources that you think would be suitable for your group’s topic. List those resources below.

1 Title (or website): Author:

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Call number (or location or URL): _________________________________________

Title (or website):

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Author:

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Call number (or location or URL): _________________________________________ 44

Selecting and Analysing So, your topic has been defined and you have found a variety of resources. Student Activity Sheet Are those resources the best ones for your topic? It’s time to find out.

Your Task

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a. Break your group of four into two pairs.

b. Combine your two resource lists and begin to sort through the resources.

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c. Order your list of resources from most appropriate for your topic to least appropriate by numbering them from 1 down.

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Organising and Synthesising Fact Box

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You have your resources, you’ve worked out which are the most appropriate but they are still just a mass of information. How is it best to organise them? Graphic organisers are a way of organising information (often by using pictures and words) so that you can see what you’ve got and the relationship or links between them. Mind maps are diagrams that show relationships between ideas. A mind map uses a combination of words, pictures, lines and colour to provide a map of a main idea and the ideas that are connected with it. Mind maps are useful for many things including organising information.

Student Activity Sheet

Your Task a. Complete your mind map on a piece of plain paper.

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d. From your stems draw branches that show the connections between the ideas of your topic.

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c. From the centre of your topic draw a series of coloured stems (lines) that show different parts of your topic.

e. Use words, pictures and arrows to show the information you have found from your research. Make sure you link the lines to other lines where they have a connection. Use lots of colour and pictures to try and make sense of your notes.

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Creating and Presenting Fact Box

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PMI Chart

Student Activity Sheet

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Often there are a number of different ways in which researched information can be presented. Is a written report best? Could a PowerPoint presentation work? Could you write a story? The way in which you present your information depends on the type it is and who your audience is.

a. Individually think about your group’s topic and the information you have found out.

b. Complete a PMI chart showing the ways your topic could be presented and the Plus (P), Minus (M) and Interesting (I) points for each.

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Evaluation So you have completed your topic – what did you get out of it, how well do you think you researched, how could you apply your research to the real world?

Student Activity Sheet

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Your Task

a. Think about the group research you have just done and then, as a group, complete a placemat diagram on a large separate piece of paper.

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b. A placemat is a way of sharing your group’s ideas and thoughts. The piece of paper is divided so that each group member has a section to write in with a square or circle in the middle for the group response. An example is shown below. c. In your section write how well you believe you did in researching the topic and what you got from the task. d. When everyone has finished come up with a group response to put in the centre of the placemat.

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Group Response

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Acknowledging Your Sources Student Fact Sheet It is impossible for anyone to know everything – in fact everything there is to know is changing very rapidly! So it is not as important that we know facts as how to find information when we need it. This means researching – searching through resources to find the answers to questions or to solve a problem.

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It is okay to use resources (for example, in a book or the Internet) in your notes but every time you copy something directly – whether it is a few words, a sentence or a paragraph – without changing it you must write down where you got it. This is known as referencing. To copy someone else’s work without referencing is known as plagiarism and it is stealing! In the case of a school research assignment it is important to also list your references or bibliography – a list of the resources you used during your research. An example of a reference for a research assignment on Antarctica might look like this: AUTHOR’S SURNAME

FIRST NAME OR INITIALS

TITLE

Adams, George The Last Frontier: Antarctica, Rogers Education Australia, Sydney, 2006.

• IF THERE ARE SEVERAL AUTHORS LIST THE FIRST TWO AND THEN WRITE ET AL WHICH MEANS ‘AND OTHERS’

PLACE OF DATE OF PUBLICATION PUBLICATION

• USE THE MOST RECENT IF THERE IS MORE THAN ONE OF THESE

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Referencing for the Internet is also important.

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and most unforgiving terrains on earth’ you would also need to give the page number that this sentence appeared on.

An example of a reference for the same research assignment on Antarctica might look like this:

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AUTHOR

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Ross, Albert, Antarctica: Should tourists be allowed?, www.tourismsfuture.com, 11September, 2007 WEB ADDRESS

DATE OF DOWNLOADING

It is also important when using the Internet to ask permission from the website owner or creator if you want to use parts of the site, such as graphics, or you want to link to the site. Online resources such as the one below can help with sample permission letters: www.ncsu.edu/midlink/permission.html

Creating a Reference List Your Task

Student Activity Sheet

a. Go back and examine the resources (the books, reference materials, newspapers, Internet sites, etc.) that your group has used during the research of your topic.

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b. Divide the list up so that each group member has a roughly equal number of resources. c. On the lines below write out your references using the system shown on page 49.

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______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

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e. On a separate piece of paper write or type the reference list for your topic. 50

Teacher Resource Sheet Inquiry Learning Ideas

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• Reflect current world issues;

Students need to develop the skills of inquiry learning and then have the opportunity to practise them. A wide range of resources is important in allowing students to critically select appropriate resources and use them in the best way for their purposes.

Web quests are a great way of getting students involved in a form of inquiry based learning – either using existing web quests or developing their own.

One of the most important components of the inquiry process is the development of focus questions. In developing questions and allowing students to develop questions factors to consider include issues which:

www.trackstar4teachers.org/ trackstar.index.jsp USA site that shows some ways that teachers have used the Internet in the classroom.

• Can show a range of views rather than a simple yes or no; • Are researchable by students; • Could have potential for further action by students (for example, issues on pollution could lead to action taken in the school environment).

The Internet

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Inquiry learning is different to ‘projects’ about countries, places and people. Where students would previously copy out large chunks of information from a reference book or print out pages from a CD Rom, inquiry learning requires them to go further in their research and form their own questions about topics before endeavouring to find some answers. The problems or issues being explored do not always have an answer!

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developing ideas for this area:

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http://tommarch.com/learning/ Homepage of Bernie Dodge and Tom March – outlines various forms of online teaching strategies.

Special Weeks in the Library

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Many of the awards for children’s and young adult literature assist in promoting an interest in reading and writing.

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There are a number of weeks or themes throughout the year that are of significance to the work of the school library.

The following are just a number of suggestions that may be appropriate for your school:

• WAYRBA (WA): www.wayrba.iinet.net.au/

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• Environment Award for Children’s Literature: www.wilderness.org.au/about/bookaward/intro/

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• Vision Australia Foundation Library Awards: www.visionaustralia.org.au/

• New Zealand Post Book Awards: http://library.christchurch.org.nz/kids/literaryprizes/ nzpost/ • Make your own book competition: www.cbc.org.au/wa/children/myosb.htm

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