Assignment+1

Assessment item 1A Scholarly brief Value: 30% Due date: 22-Aug-2011 Return date: 12-Sep-2011 Length: 15 slides with notes Submission method options EASTS (online) Post (option applies to DE & Offshore/Dubbo Tutorial only) Hand delivery (option applies to Internal & Tutorial only [excl. Offshore/Dubbo Tutorial]) Task Imagine you are on a writing team to write for a non teacher-librarian professional journal. Your task is to promote your proposed article to a publishing team to obtain research and publishing funding. The presentation will take the form of an annotated PowerPoint presentation slide set with a maximum of 15 slides. It is not unusual for TL practitioners and/or academics to write collaboratively, and the collaboration often takes place via electronic media. This practice will no doubt become more and more common in the future as technology continues to develop the social spaces where such collaboration can occur. As you read the required readings about collaboration, communication and networking, consider how you can apply these processes to your group's collaboration. **DETAILED INSTRUCTIONS** //{5. Be able to demonstrate an understanding of the importance of communication for the teacher librarian and identify strategies to develop and enhance teamwork and collaboration.} we can't do this one//
 * THIS ASSESSMENT ITEM HAS TWO PARTS**
 * Due dates:**Part A: Monday 22 August 2011Part B: Monday 5 September 2011**Length:** Part A: max. 15 slides with notes – group presentation Part B: max. 500 words individual (plus bibliography)
 * Part A task – Brief**
 * Part A: Brief (completed collaboratively with your group)**
 * 1. Practicing collaboration**. Beginning teachers are often dismayed by the idea of collaborative learning in their classrooms. Once they try it, however, they usually discover that it can be a very effective learning strategy. Many of you may have had experience with collaborative learning in your classrooms and will be able to appreciate the benefits received by participants. The same benefits can apply to you as collaborators in this project. Collaborating via electronic means probably introduces a new element to the experience for most of you, but it is possible to collaborate with someone in this way. Many students have successfully done so in the past and have been amazed by how much they were able to develop their skills of collaboration and communication. In this experience, you will practice the processes and skills identified in your readings about collaboration, teamwork and communication.
 * 2. You will be assigned to a group for part A**. On 25 July, a list of groups will be posted to the Resources link on the ETL504 subject Interact site (not the forum). There will be a maximum of 5 people in each group. Information about ways to make contact with your group members will also be provided at that time.
 * 3. Decide with your group how you will communicate**. Be sure you set up an automatic forum signature with your email address in it, so you can make contact with each other quickly. A number of software applications will be introduced and used during the assignment to assist with group communication and collaboration. A **Skype** conference call (best with broadband internet access) is a cost effective way of getting the group together to talk about the project. Information will be provided to you about various means of communication that you might consider.
 * 4. Decide on a topic with your group.**Teacher librarians are often told that they need to publish for audiences other than teacher librarians. The article you are promoting is to be written for a non teacher-librarian audience about an aspect of a topic covered by this subject. Write with a teacher librarian's perspective for this audience . It should support **one of the first four (4) learning objectives** outlined in the Subject Outline. **Do not** select the fifth objective that is concerned with communication. Negotiate your topic by having one collaborator email the subject coordinator with the chosen topic, identifying the subject learning outcome(s) and the audience to be addressed. If necessary, the subject coordinator will suggest possible revisions or directions.
 * 1. Be able to identify key developments and issues in organisational theory and relate these to the delivery of the school's information services and the work of the teacher librarian;**
 * 2.** Be able to relate issues in leadership theory and the decision-making process to the teacher librarian's role in the school;
 * 3. Be able to demonstrate an awareness of the principles and methods of strategic planning for change and identify the role of the teacher librarian within these processes;**
 * 4. Be able to develop a mission statement and identify objectives/outcomes for the delivery of the school's information services;** and

**5. Decide what you want your audience to gain from reading the proposed article. **Think about your purpose in addressing your 'publisher' and their team of referees. Consider what information is most likely to help your cause. Prepare your PowerPoint with this in mind. Be sure your purpose is clearly stated in the presentation and the expected outcomes are at least implied, if not explicit. Include any self-created images that might increase understanding, such as a concept map, charts, graphs or tables. Do not include anything for which copyright clearance would have to be gained if the article were actually to be published. Your slides and their notes will provide an abstract of the proposed article that summarises what it will contain. Include a list of everything you have cited within your presentation (as your last slide). This assessment item is designed to encourage groups of students to explore an aspect of one learning objective as negotiated with the subject coordinator. It also addresses learning objective 5 by providing an opportunity through use of social networking tools to apply concepts of communication, collaboration and teamwork. Marking criteria A marking criteria sheet for both assignments will be made available in Interact Resources.
 * 6. Powerpoint posting.** One member of your group will post the group's PowerPoint to a folder in the Resource section of the ETL504 Interact subject site. Be sure the authorship of the PowerPoint is provided within the presentation. These presentations will provide useful information that will help your classmates expand their knowledge of the various topics.
 * Rationale **

** ETL504 Assignment 1 Marking Criteria ** Students are allocated a rating from //Unsatisfactory// to //Outstanding// as to how well the criteria have been addressed for this assignment. Students will be expected to achieve an average rating of //Satisfactory// to pass this assignment.
 * Student Name: Group No. **

**Rating Scale** Level 5 = outstanding level of achievement. Level 4 = high level of achievement. Level 3 = satisfactory level of achievement. Level 2 = minimally below satisfactory level of achievement.
 * ** 5 ** ||  ** 4 **  ||  ** 3 **  ||  ** 2 **  || ** 1 ** || ** A. Proposed article /30 ** ||
 * ||  ||   ||   ||   || Clearly defines a topic that supports one of four learning objectives in this subject ||
 * ||  ||   ||   ||   || Outlines key concepts of the topic in the Powerpoint presentation ||
 * ||  ||   ||   ||   || Relevant and judicious use of evidence/required readings ||
 * ||  ||   ||   ||   || Content of proposed article is appropriate for, and engages, intended audience ||
 * ||  ||   ||   ||   || Articulates the topic from a TL perspective and explores implications for practice at an organizational level ||
 * ||  ||   ||   ||   || Powerpoint presentation presents a logical & sequential framework ||
 * ** 5 ** ||  ** 4 **  ||  ** 3 **  ||  ** 2 **  || ** 1 ** || ** B. Annotated bibliography and self-assessment /20 ** ||
 * ||  ||   ||   ||   || Prepares eight (8) critically evaluative annotations ||
 * ||  ||   ||   ||   || Uses the literature to inform the development of a self-assessment rubric regarding teamwork, communication & collaboration ||
 * ||  ||   ||   ||   || Explains how rubric criteria were developed and how self-assessment ratings were achieved ||
 * ||  ||   ||   ||   || Self-assessment demonstrates critical evaluation of performance ||
 * ||  ||   ||   ||   || Self-assessment demonstrates critical evaluation of performance ||
 * ||  || ** Level 5 ** = outstanding level of achievement.
 * Level 4 ** = high level of achievement.
 * Level 3 ** = satisfactory level of achievement.
 * Level 2 ** = minimally below satisfactory level of achievement.
 * Level 1 ** = unsatisfactory level of achievement ||  ||
 * Level 1 ** = unsatisfactory level of achievement ||  ||

_ _  _  _  _ __  __
 * Comments: **
 * ** Marker's signature: ** || ** Final mark **  ||  ** /50 **  ||