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" DET site page assist learning from home. They will continue to update this page in the coming weeks. On this page: Learning continuity contingency planning: early childhood and Learning continuity contingency planning: schools Online options Offline options Tips for remote curriculum delivery  Learning continuity contingency planning: early childhood When planning for children's learning continuity in the event of closure, early childhood education and care services may consider: identifying ways early childhood teachers and educators can initiate group or individual contact with children to maintain learning opportunities implementing activities with children by using available technologies maintaining contact with families to discuss and track the wellbeing of children and discuss the progress of children's development identifying ways educators can improve the implementation and documentation of the service's program and maintain educator practice. There are resources services can provide to support parents and carers to engage in learning activities with their children at home: Play-based learning for pre-schoolers - provides suggestions for good structured and unstructured play experiences for 3 - 5 year olds How to build literacy skills from birth to year 2 - includes tips on how to help build children's skills in speaking, listening, reading and writing How to build numeracy skills from birth to year 2 - includes tips on how to build children's skills in maths, measurement and patterns Building STEM skills for children - includes ways to engage children with STEM related experiences. Raising Children Network also has a range of learning activities for pre-schoolers. It includes tips and ideas as well as videos of drawing, writing, storytelling, counting and other activities that can be done at home. Services may also want to give parents information about talking to their children about COVID-19. For example: UNICEF's How to talk to

"Working on developing strategic plans everyone seems to feel that the default method is a SWOT analysis strengths, weaknesses, opportunities, threats.  It doesn't always meet the needs. There alternatives One idea was 'SNOT Analysis' strengths, needs, opportunities, threats. Then there is NOISE - Needs,Opportunities, Improvements, Strengths, Exceptions

Details and option for teachers to fulfill requirements for Special Needs training, mandatory within teacher registration from September 2016

Digital citizenship is (or should be) about positive behaviours and needs to be an essential topic that is addressed in the classroom. Often dire warnings and trying to restrict student access results in the opposite effect to what you're trying to achieve. Teachers need to find a way to integrate digital citizenship lessons within the school day. post with ideas and links

"Lee Rainie, Director of the Pew Research Center's Internet Project, runs through the seven questions libraries need to address as they consider future services and their role for their patrons and communities. He describes how project research about the changing role of technology in people's lives affects the kinds of issues librarians need to address as they experience the disruptions of technology change.

"Are you interested in learning more about your patrons' usage of and satisfaction with your library, and their demographics? Here are 3 sample survey templates of different lengths to be used "as is" or adapted to your organization's specific research needs. The short survey template focuses on customer satisfaction, the medium and long survey templates add questions about library usage, and the long survey template also includes a demographics section. Before using the templates, it is important to read them carefully to ensure that all of the questions pertain to your library and to your information needs. Each template is formatted as a Microsoft Word document in order that you may delete, add, or modify questions as necessary. Each of these survey templates is intended to be very general to offer the richest opportunity for follow-up. For example, if you learned from the surveys that your patrons were less than satisfied with your library's facilities, you might then create a follow-up survey or plan interviews or focus groups to explore that issue at greater length."

"Published on 29 Nov 2014. Part one of a Library Q&A - all about becoming a librarian and MLIS degrees. The list of questions were: 00:45 - What skills do you need to be a librarian? 02:40 - What lead me to become a librarian? 03:57 - Do I have a degree, and are MLIS degrees needed in other countries? 04:34 - What kind of coursework did I do for my degree? 06:05 - Did I do a thesis? 06:36 - Did I go to Dal, and if yes, what did I think of it? Also: What advice would I give to new/aspiring MLIS students? 09:15 - Considering an MLIS degree, but concerned about not being able to find a job afterward - what are my thoughts on this? 10:49 - Do librarians make a lot of money? 12:36 - How should someone go about getting a library job while at university? Do they hire non-MLIS students?"

"Managing your digital identity is a skill that everyone needs to learn and educators should be teaching their students about. In a digitally focused world students may not understand the implications of what is shared via social media. Teachers need to be fully aware and proactive and start teaching students about the effects of their on-line activity and how to manage their own digital footprints."

"It's up to teachers to guide students in choosing to uplift, teach, inform, challenge, and care for others with their messages versus break down others. Additionally, our students need guidance in realizing their self worth and seeing themselves as individuals in a digital world. They need to practice choosing what they feel is right as individuals versus going along with their peers for instant approval. These are ideas Shelly Terrell shared in a keynote speech"

" When students need to use their research skills for one assignment or another they can go onto the Internet. From this they may find all sorts of information is hurled. What they need to do is sift through tho find the best for their situation. This post offers some tips on how do we can assist students sift through so much information to get at the best and most reliable content"

"Today's students require strategies that support their acquisition of knowledge, allow them to save their notes across devices, permit them to search through vast quantities of information, and share their learning with the rest of their community. Before blaming a device-either the pen or the laptop-we need to identify what is best for individual students by considering what I call the four S's of note taking. Does the system students are using: 1. adequately support the students' learning needs? 2. allow students to save their notes to multiple locations? 3. let students search for salient points? 4. permit students to share with peers and teachers?"

Access-It Library is a single solution to all your library and resource management needs. Incredibly fast, flexible and easy to use. Both web-based and powerful SQL client/server with unicode support. Integrate with Wheelers Books and Overdrive resources plus others.

Access-It Library is a single solution to all your library and resource management needs. Incredibly fast, flexible and easy to use. Both web-based and powerful SQL client/server with unicode support. Integrate with Wheelers Books and Overdrive resources plus others.

"Building on the example of sports fans, this video illustrates how bias is a common and sometimes productive part of how we communicate. It also shows how bias can cause problems when it's hidden or not detected. This video teaches: * Why bias is a common and expected part of communicating * Why high quality information needs to be unbiased * What problems occur when bias is ignored * What to look for - common signs of bias in media

"Building on the example of sports fans, this video illustrates how bias is a common and sometimes productive part of how we communicate. It also shows how bias can cause problems when it's hidden or not detected. This video teaches: * Why bias is a common and expected part of communicating * Why high quality information needs to be unbiased * What problems occur when bias is ignored * What to look for - common signs of bias in media

Post with tips from Vicki Davis (@coolcatteacher "We must mix head knowledge with action. In my classroom, I use two essential approaches in the digital citizenship curriculum that I teach: proactive knowledge and experiential knowledge."

Students need to learn Digital Citizenship skills. There are some suggestions here about how to approach a proogram for instruction.

"School safety is a top priority.  Educators work to ensure that students are safe physically, socially, and emotionally.  Helping students be safe online and using technology responsibly is crucial to their development and well being.   We live in a digital world where we interact digitally everyday. To be successful in this digital world we have to know what is right and wrong, be able to capably use technology, and exhibit responsible behavior when using it.  This is the concept of digital citizenship. To be a good digital citizen, you need to be digitally literate, and teaching students digital literacy is crucial for them to be good digital citizens"

Ideas about how to implement digital citizenship start with the why - "Since our students are using technology to play, learn, and communicate while at home and at school, they should be learning how to use that technology responsibly. Full integration of digital citizenship (or DigCit) curriculum into every class and every content area-at every grade level-should be the goal to meet this need."

You can explore historical pictures and documents that have been digitized from the NYPL's collection. They are in the Public domain. You only need to click on the picture to access its page. You can download links on the right, The citation details are on the left, under the picture.

A good article about developing literacy skills. "All Australian children and young people becoming literate I believe it is vital we understand and define the complexity of literacy. Literacy encompasses the knowledge and skills students need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school. "

A reflection about one school library faculty's goal of creating a positive learning environment with space that would help students and teachers develop real-world connections and the approach they took to creating it. The ideas for the space included housing the collection, helping students and teachers collaborate, being a hub for learning with a flexible floor plan and supporting newly developing areas in educational technology. The school decided to create a learning commons to move beyond traditional thinking about libraries and respond to what the kids and teachers really needed. The faculty envisioned their environment to be developmentally appropriate for their young students, as well as to foster a sense of creativity, inspiration, and encourage dialogue and a sense of community. The new learning commons library offered more space for stacks, added conference rooms and a lounge area, but the learning commons concept informed more than the library. These design changes increase opportunities to be inspired by student work and performances and create stronger interpersonal connections among students and faculty.