My participation in the Information Literacy Spaces Project turned 2018 into a year of exciting challenge and change about the way I approached teaching my Year 13 English Students. I collaborated and co-taught NCEA Level 3 standards with our school... Continue Reading →
At the end of last year, I began a professional training programme of child and family psychology (similar to clinical training, but specific to child and family psychology). Our first assignment was to write a psychological report based on a... Continue Reading →
I was fortunate to attend a communication conference in the US is November, and attended the pre-conference focused on ‘Decolonising the Curriculum’ within the Communication discipline. The session was led by a diverse group of people, most of whom have... Continue Reading →
As the 2018 school year ends, two reports - one about the durability of NCEA and the other about school management and governance – were released for public submissions. Their analyses identify the weaknesses inherent in a pervasively outcomes-based system,... Continue Reading →
With Physical Education (PE) having written components at all levels, especially levels two and three, it has become increasingly important for students to be able to reflect on the research process they have been working on, in the context of... Continue Reading →
I am the subject librarian for the architecture and design faculty. One of the core first year courses is SARC 151 Architecture history. For the last couple of years I have been running a series of workshops aiming to teach... Continue Reading →
A recent article in The Chronicle of Higher Education from University of Iowa lecturer David Gooblar about how to teach information literacy in an era of lies has really got me thinking.
It is truly becoming a murky minefield to navigate, deciphering the purpose of online information. Just this week, one of our New Zealand politicians stomped into this minefield wearing big, oversized boots.
It seems on the surface, that distinguishing lies from truth should be a relatively straightforward process, but it is actually becoming increasingly difficult to make the differentiation. Those of us wearing our librarian hats will be nodding sagely at this, thinking to ourselves, yes, this we know, this we teach, this we have conversations about on an almost daily basis. We think in this Trumpist-media-worldview era that we are the panacea to the problem. And, yes I think we have a huge part to play in…
View original post 295 more words
I have the privilege of being involved in this project as both a researcher and a participant. The researcher-me is focused on information literacy and how we can understand this complex concept and space more effectively. The teacher-me is focused... Continue Reading →