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Monash University - outlines in-text referencing

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Harvard Referencing Guide
Unlike many referencing styles, there is no source document for a Harvard Guide. This guide is based on Commonwealth of Australia 2002, Style Manual for authors, editors and printers 6thedn, rev. by Snooks & Co, John Wiley & Sons, Australia, Milton; and a wide range of online Harvard Guides were also consulted.

Features:

A table of contents, which can be used as a quick guide on each page

examples of in-text citing for each source type

basic explanations of key terms and symbols used in referencing

more comprehensive coverage of source types

rules for page numbers at the top of each page

notes included with individual examples where relevant, highlighting details that may be overlooked

tips for figures, tables and musical notation at Appendix A

a quick guide for referencing articles at Appendix B

a quick guide to in-text referencing at Appendix C

a sample reference list at Appendix D

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Library Guides: Citing and referencing: Harvard

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Harvard Referencing Guide Unlike many referencing styles, there is no source document for a Harvard Guide. This guide is based on Commonwealth of Australia 2002, Style Manual for authors, editors and printers 6thedn, rev. by Snooks & Co, John Wiley & Sons, Australia, Milton; and a wide range of online Harvard Guides were also consulted.

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A speaker who supports HPE curriculum

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Drug and Alcohol Research and Training Australia

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DARTA specialises in providing education and training to a wide range of audiences and can tailor presentations to suit any agency's requirements in the area of alcohol and other drugs. Each year, we present education sessions to hundreds of school communities right across Australia, delivering information to students, teachers and parents.

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TOK Resource

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The Stanford Encyclopedia of Philosophy organizes scholars from around the world in philosophy and related disciplines to create and maintain an up-to-date reference work. Co-Principal Editors: Edward N.

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Resources for the IB Diploma course: Theory of Knowledege

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Guided Inquiry book. Read 2 reviews from the world's largest community for readers. This dynamic approach to an exciting form of teaching and learning wi...

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Authors: Carol C. Kuhlthau, Leslie K. Maniotes, Ann K. Caspari
> About the Authors
Download the Presentation: Guided Inquiry Design Framework
Guided Inquiry professional development, training workshops, residential institutes and book clubs, contact Dr Leslie Maniotes - lesliekm67@gmail.com
Guided Inquiry is an innovative team approach to teaching and learning where teachers and school librarians, with other experts and specialists, join together to design and implement inquiry learning. It engages children in constructing personal knowledge while using a wide range of sources of information and creatively sharing their learning their fellow students in an inquiry community. Guided Inquiry Design is grounded in the research of the Information Search Process (ISP) that describes students' process of learning from a variety of information sources in extensive research projects. The ISP research goes inside the inquiry process to reveal ways to guide students in deep engaging learning.
Research Foundation of Guided Inquiry Design
For many years I have been conducting research on the process of learning from a variety of sources of information (Kuhlthau 1985, 2004, 2005). The second edition of Seeking Meaning (2004) is a good summary of this work. My studies opened insights into students' perspective of their experience in research projects. I investigated students' feelings as well as their thoughts and actions while they were in the stages of learning from various sources of information described in my model of the Information Search Process (ISP). What is too often thought to be a simple report or a routine term paper assignment was found to be a complex inquiry process that requires guidance, instruction, and assistance for optimal learning for every child.

In these studies I investigated students' thoughts, feelings and actions while they were involved in extensive research projects. I found that they progress through six identifiable stages, which I named for the main task to accomplish in each stage, plus a seventh assessment stage.

Initiation: initiating a research project

Selection: selecting a topic

Exploration: exploring for focus

Formulation: formulating a focus

Collection: collecting information on focus

Presentation: preparing to present

Assessment: assessing the process (Kuhlthau, 1985)

Six Stages in the Information Search Process (ISP)
These studies showed that students' thoughts are charged with emotions that influence the actions they take. Students experience a dip in confidence and an increase in uncertainty when they least expect it, during the Exploration stage. They often expect to be able to simply collect information and complete the assignment. This simple view of the research process sets up stumbling blocks, especially in the Exploration and Formulation stages. When their expectations do not match what they are experiencing, they become confused, anxious and frustrated. The early stages of the ISP reveal the struggle they experience in learning in an extensive inquiry project. Feelings are important and indicate when they are having difficulty and when they are doing well on their own (Kuhlthau, 2004).

Let's take a closer look at each stage in the ISP and what it tells us about guiding inquiry.
Initiation: Initiating a Research Assignment
Students often feel apprehensive and uncertain about what is expected of them and overwhelmed at the amount of work ahead. Talking with classmates is a natural action to take, but some feel they should be "going it alone" and that checking with others might not be "entirely fair." It is important to make sure that students understand that it is not only fair to talk about their ideas and questions, it is necessary to have these conversations at this stage to begin to get their thinking going.
Selection: Selecting a Topic
Many students want to select a specific topic or question quickly and dive right into collecting information and completing the assignment. This is where students can go astray right at the beginning. They need lots of groundwork before they can form meaningful questions that they want to pursue and that are worth investigating. Selection is a time for introducing and expanding on the general topic to be researched.
Exploration: Exploring for a Focus
In preparation for forming important questions, students need to build background knowledge on the general topic and to discover interesting ideas. A common problem is that many students skip over the Exploration and Formulation stages and attempt to move on to the Collection stage without having formed a focus for their research. For most students, the Exploration stage is the most difficult in the research process. As they browse information about their topics, they become confused by ideas that don't fit together. They encounter inconsistencies and incompatibilities of different perspectives and differing points of view. They have difficulty determining importance from everything in a text. They need to understand that there are different kinds of reading for different stages in their learning process. At this stage they are exploring for interesting ideas rather than collecting detailed information. They need to learn to browse through a variety of texts, skimming and scanning to get a general picture. They need to recognize when to slow down and read to gain sufficient background knowledge and to pick up interesting ideas. Exploration is best achieved by jotting down interesting ideas from a variety of sources rather than taking extensive, detailed notes from one text. Students need support, structure, and strategies for learning from different sources of information to assimilate new ideas and form a focused question from the ideas that arise in their explorations.
Formulation: Formulating a Focus
Formulating a focus marks the turning point of the ISP when students identify a focus, an area of concentration, "something to center on," and clarify their research question. Once they have formulated a focus for their research, their feelings of uncertainty and confusion begin to diminish and confidence increases. It is important to note that forming a focused question comes at the midpoint of the ISP not at the beginning as often expected.
Collection: Collecting Information on Focus
A good focus is one in which ideas continue to grow and evolve based on thorough reading of information and detailed note taking in the Collection stage. Students assume a "study" frame of mind of concentrated attention. A clear focus enables students to determine importance in what they are reading. It helps them to discriminate between less significant facts and more important ideas. A good focus can be adapted and altered as they continue to learn while they read, write and collect information. Interest in the project deepens as students get further along in constructing an understanding of their focused question.
Presentation: Preparing to Present
The Presentation stage marks the beginning of the writing process that introduces another set of challenges. Students who construct their ideas as they collect information are better prepared for writing and creatively presenting what they have learned. They experience fewer writing blocks because they have been constructing their learning all the way through the research process. These students often express a sense of accomplishment and satisfaction in what they have learned and created. Students that merely collect facts in a "cut and paste" fashion have difficulty preparing an original presentation and often express disappointment and boredom with their inquiry project.
Assessment: Assessing the Learning
The way students feel at the close of a research project is a good way to assess what went well and what problems they encountered in the research process. Feelings of satisfaction and accomplishment indicate that they constructed their own understanding of their topic. Feelings of disappointment and boredom indicate a "cut and paste" approach with little real learning. Self-assessment gives students a sense of how to approach future research assignments and inquiry projects. After several research projects, these students showed that they had internalized the stages in the ISP as their own "process" explaining that this is the "way I learn."
Impact of ISP Model
The ISP has become one of the standard models of information seeking behavior and one of the most highly cited in the field. Over the years the ISP research has changed the way many librarians and teachers help students with project-based learning. It has opened a window into what students are experiencing when they are constructing new understandings and learning from multiple sources in the dynamic information environment. It has revealed ways to guide students in their learning. Students need considerable guidance and intervention in learning throughout the inquiry process in order to construct personal understanding. Without guidance, they tend to expect a simple collecting and presenting assignment that leads to copying and pasting with little real learning. With guidance, they are able to construct new understanding in the stages of the ISP and gain personal knowledge and transferable skills in learning from a wide variety of information sources.

From the ISP to Guided Inquiry Design
GUIDED INQUIRY DESIGN FRAMEWORK
Kuhlthau, Maniotes, and Caspari 2012
From the ISP to Guided Inquiry Design
The ISP model describes what students' experience in the phases of the inquiry process. These studies provide solid evidence on how to guide learning in the inquiry process that prepares students for learning, living and working in the information age. The Guided Inquiry Design framework is built around the ISP with specific direction for guiding students in each phase of the inquiry process.

Guided Inquiry opens the inquiry process at Initiation, immerses students in background knowledge at Selection, guides in exploring interesting ideas at Exploration, enables identifying an inquiry question at Formulation, supports gathering to address the question at Collection, intervenes for creating and sharing at Preparation, and assesses throughout the inquiry process and evaluates at the close. Let's take a closer look the Guided Inquiry Design Framework.
Guided Inquiry Design Framework
The Guided Inquiry Design process begins with Open the inquiry to catch students' attention, get them thinking, and help them make connections with their world outside of school. Next is Immerse, which is designed to build enough background knowledge to generate some interesting ideas to investigate. Then Explore those ideas for an important, authentic engaging inquiry question. Next, pause to Identify and clearly articulate the inquiry question before moving on to Gather information. After gathering, Create and Share what students have learned and then Evaluate to reflect on content and process and assess achievement of learning. The shape of the Guided Inquiry Design Process follows the flow of confidence and interest of students in the inquiry process that will help you guide students in reading to learn. This is a general framework for designing an inquiry approach across all curriculum subjects for students of all ages. Think of inquiry as a way of learning in the information age school, not simply as an occasional research assignment.

Now let's look at each phase in the inquiry process and think about how to design student learning in each phase.

Open is the invitation to inquiry at the beginning of the inquiry process. It is a distinct and important phase of the process that sets the tone and direction of the inquiry. Once the learning team has decided on the learning goals, they need to create a powerful opener that invites the learners in and introduces the general topic to engage all of the students. The main goal is to open students' minds and stimulate curiosity and inspire them to want to pursue the inquiry. The opener is designed to spark conversations and stimulate students to think about the overall content of the inquiry and to connect with what they already know from their experience and personal knowledge. It sets the stage for learning.

In the Immerse phase, the students build background knowledge together through an immersion experience. The learning team designs engaging ways for students to immerse in the overall ideas of the curriculum area under study, for example reading a book, story, or article together; viewing a video; or visiting a museum, a field site, or an expert. The main task of Immerse is to guide students to connect with the overall content and to discover interesting ideas that they want to explore further. As they build background knowledge together, each student reflects on ideas that matter to him or her and are worth further reading and investigation.

In the Explore phase of Guided Inquiry, students browse through various sources of information exploring interesting ideas to prepare to develop their inquiry question. The learning team guides students to apply the reading strategies of browsing and scanning a variety of sources. Students dip into a few texts to read lightly in order to make sense of the information they find and to raise lots of questions. "Dipping in" is a reading strategy that enables students to go further into interesting ideas without becoming overwhelmed by a multitude of specific facts. Students can easily become overwhelmed by all the information and confused by facts that don't fit together. The learning team guides them to keep an open mind as they explore and reflect on new information they are encountering and to begin to find questions that seem particularly important to them. Guiding students through the Explore phase leads them to form a meaningful inquiry question.

In the Identify phase learners pause in the inquiry process to develop a meaningful inquiry question and form a focus. In Guided Inquiry they have had lots of preparation for this phase. Students are ready to identify an important question for their inquiry because of the time they have spent immersing and exploring to build enough background knowledge to ask meaningful questions. The main task of the Identify phase is to construct an inquiry question from the interesting ideas, pressing problems and emerging themes they have explored in various sources of information. The team introduces strategies that enable each student to think through information and ideas to clearly articulate a focused question that will frame the rest of their inquiry.

A clearly articulated question gives direction for the Gather phase. Gather sessions are designed to help students collect detailed information from a variety of sources. In this way they are learning to determine importance in what they are concentrating on in their reading, listening and observing. The learning team guides students in locating, evaluating and using information that leads to deep learning. The main task of the Gather phase is for students to choose what is personally meaningful and compelling about their inquiry question in the information sources they find and reflect upon. The learning team guides students in a structured approach for managing their search and documenting what they are learning. First students "go broad" to find a range of sources that are useful for understanding their inquiry question. Next students "go deep," by choosing a core of the most useful sources to read closely and reflect with sustained attention as they find connections and gain personal understanding.

After students have thoughtfully gathered enough information to construct their own understandings of their inquiry question, they are ready to organize their learning into a creative presentation during the Create phase. Creating a way to communicate what they have learned about their inquiry requires students to articulate what is most important about their subject and enables them to integrate their ideas more firmly into deep understanding. The learning team guides students to go beyond simple fact finding and reporting and to summarize, interpret and extend the meaning of what they have found and create a way to share what they have learned. Create sessions are designed to guide students to reflect on all they have learned about their inquiry question and decide what type of presentation will best represent their ideas for a particular audience. The learning team guides students in creating a meaningful, interesting, clearly articulated, well-documented presentation that tells the story of what they have learned.

Share is the culminating phase in the inquiry process when students share the product they have created to show what they have learned. Students have become experts on the question for their inquiry community. They now have the opportunity and responsibility to share their insights with their fellow students and communicate their learning to others. Their inquiry products may be shared with a wider audience, such as their parents or another group of students in their school or in another school, perhaps online. An important component of Guided Inquiry is the collaborative learning that takes place when students share what they have learned in the inquiry process.

The Evaluate phase, which occurs at the close of the inquiry process, is an integral part of Guided Inquiry. Although Guided Inquiry incorporates assessment for determining student progress throughout all of the phases of the inquiry process, evaluation occurs at the end when the learning team evaluates students' achievement of the learning goals. In addition, the learning team guides students in reflection for self-assessment of their content learning and their progress through the inquiry process. Students' self-reflection takes place while the entire process is fresh in their minds to reinforce content learning and establish good habits and competencies for learning and literacy.
Guided Inquiry Design for teaching and learning in the information age schools
Competency in using all kinds of information for clear, deep understanding is essential for every child in today's world. Guided Inquiry provides opportunities for children to learn strategies in locating, evaluating and using a wide range of media and a variety of texts and puts all of their strategies and skills into action throughout the inquiry process. Starting at youngest age, children are introduced to inquiry as a way to learn that prepares them for living and working in the information age. As students continue through the elementary and middle school and on to high school Guided Inquiry creates an environment that motivates them to want to learn. It engages them in determining importance and meaning by connecting the curriculum with their world for deep lasting learning. The Guided Inquiry Design framework is an innovative, dynamic approach to teaching and learning for providing information age education for children across the United States and in countries around the world.
References
Kuhlthau, Carol, Leslie Maniotes and Ann Caspari. Guided Inquiry: Learning in the 21st Century, Libraries Unlimited, 2007.

Kuhlthau, Carol, Leslie Maniotes and Ann Caspari. Guided Inquiry Design: A Framework for Inquiry in your School, Libraries Unlimited, 2012.

Kuhlthau, Carol. Seeking Meaning: A Process Approach to Library and Information Services, 2nd ed. Libraries Unlimited, 2004.

Kuhlthau, Carol. Teaching the Library Research Process, Scarecrow Press, 1985.
Todd, R., Kuhlthau, C. C., and Heinstrom, J. 2005. Impact of School Libraries on Student Learning. Institute of Museum and Library Services (IMLS) Leadership Grant Project Report http://cissl.rutgers.edu.
Contact Dr. Leslie Maniotes for professional development, training workshops, residential institutes and book clubs at lesliekm67@gmail.com

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Authors: Carol C. Kuhlthau, Leslie K. Maniotes, Ann K. Caspari > About the Authors Download the Presentation: Guided Inquiry Design Framework Guided Inquiry professional development, training workshops, residential institutes and book clubs, contact Dr Leslie Maniotes - lesliekm67@gmail.com Guided Inquiry is an innovative team approach to teaching and learning where teachers and school librarians, with other experts and specialists, join together to design and implement inquiry learning.

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I asked the audience at Research Relevance to suggest new metaphors -- and here are some responses:

a search engine like Google is like "trail mix" - returning results include some M&Ms, some raisins, some peanuts - while a database is like a whole bag of M&Ms -- all good results

a group project is like a music quartet - each contributing to the whole beautiful sound

a database is like a bathtub filled with water for a particular size and purpose, while Google is like a river, whose flow is unpredictable and aimless

I particularly like (the dead white male professor) Kenneth Burke's description of the metaphor of the "unending conversation" of academic discourse ->

"Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally's assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress." [ source]

Debbie and Sue spoke about giving students three information sources in three different arenas: e.g., a tweet, a newspaper, and a journal -- by the same author (e.g., Michael Kraus). To show how authority is perceived from different angles.

Just as I would tell my grade 11 IB Diploma students setting out on their Extended Essays: "go to the library's physical bookshelves, find a book, look at the author (the expert), Google them to see their most up-to-date outpourings, do they have a blog, do they tweet? -- find your experts first -- then find out where they have said what you need to cite -- and choose the most academic channel of their output."

I caution students that their biggest danger is not finding the (right? best? cutting-edge?) experts in your field. (The Ignorance Trap: You don't know what you don't know....) Looking for published book authors first is a safe bet. Someone who has gotten someone else to pay to print their thoughts is someone maybe worth listening to. On the other hand, they may be already out-of-date. Everything depends on the context.

We teacher-librarians talked about disciplinary literacy -- and asking teachers in departments, "How do you construct knowledge in your discipline?" -- and making them define it, e.g., in a Google Doc.

We talked about how students don't like sources that don't support their thesis - they don't know what to do with them.

We talked about how competence in research is a developmental sequence, like beads on a string. You may not see all students through all the stages, where Stage 1 is concrete truth (novice), Stage 2 is opinion, and Stage 3 is a reasoned opinion. And we recognized that these stages are not age-dependent. (Think: Philosophy for Children - http://p4c.com/).

Annotated bibliographies are often a good litmus test of where students are. Where annotations are minimally: Describe + Understand + Compare.

Having students think of a bibliography like a detailed ingredient list to a foodstuff or meal is still my favorite metaphor. You may not need to mention everyday ingredients like water or salt (commonly known stuff), but you absolutely must cite anything flavorful or key to the recipe.

Threshold concepts are key. Metaphors are key. And school librarians need to find the right metaphors for their students. Context is key.

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Metaphors and Threshold Concepts for Research

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Threshold concepts are something every librarian concerned with research needs to be familiar with. That's why I was thrilled that Debbie Abilock (of Noodletools ) and Sue Smith (of the Harker School ) did a session on it at the Research Relevance Colloquium in June. (See m

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Online Referencing Generator

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The campaign is working to ensure student access to high quality school library services. School libraries, and the qualified staff that run them, are vital for ensuring that all students are equipped with the research and literacy skills they need throughout their life.

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LearnPath comes with content curated by a TL that you can keep, edit to your own curriculum or delete.

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Softlink Education - school library software

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This video shows you what you can create from scratch.

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Softlink Education - school library software

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Billable minutes - where do I go through the day.

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Billable minutes - where do I go through the day.

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Image form Morguefile Last blog post I mentioned how I was going to track my activity through each school day for a week, well, I m...

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Welcome to Global Language Books, an Australian business servicing the needs of adults, children, parents, caregivers, childcare, schools, resource centres and libraries, specialising in the C.A.L.D. (Culturally and linguistically diverse) and the LOTE (Languages Other than English) field

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Welcome to Global Language Books, an Australian business servicing the needs of adults, children, parents, caregivers, childcare, schools, resource centres and libraries, specialising in the C.A.L.D. (Culturally and linguistically diverse) and the LOTE (Languages Other than English) field

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Abbey's International language books - Sydney

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Abbey's International language books - Sydney

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Language Book Centre | Australia's premier foreign language bookshop

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Language Book Centre - Australia's premier foreign language bookshop

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Great book lists and suggested reads.

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The Official Website of Author & Storyteller Rukhsana Khan ~ RukhsanaKhan.com

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The Official Website of Author & Storyteller Rukhsana Khan

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KitaabWorld: Exploring South Asia Through Children’s Literature

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Welcome to KitaabWorld, where we celebrate diverse children’s books, especially those with a focus on South Asia. Check out our Book Lists, read up on Author Interviews and look up Lesson Plans. Read more about our Counter Islamophobia Through Stories campaign.

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About breathingearth

Welcome to Breathing Earth. This real-time simulation displays the CO2 emissions of every country in the world, as well as their birth and death rates. I made this website back in 2006, and have updated the data every couple of years, though being a Flash-based website, it's now showing its age. Though the data it shows is no longer up-to-date, it's still indicative of where we're at. I hope to remake breathingearth one day in HTML5 (more mobile friendly). I probably will eventually, but I'm crazy busy at the moment with Spryke .

Please remember that this is just a simulation. Although the CO2 emission, birth rate and death rate data used in Breathing Earth comes from reputable sources, data that measures things on such a massive scale can never be 100% accurate. Please note however that the CO2 emission levels shown here are much more likely to be too low than they are to be too high.

The Environment and Climate Change

Global warming (aka climate change) is almost without a doubt the most important issue to face our generation, and quite possibly any generation in history. The worldwide scientific community is virtually unanimous in its agreement that global warming is happening, that it's our fault, and that our chance to stop it is slipping away. If we let it get out of our control, the consequences - which will already begin occuring in most of our lifetimes - will be catastrophic. Just some of the consequences that can be reasonably expected are rising sea levels, more frequent and more severe natural disasters, large-scale food and water shortages, plagues, massive species extinctions, unprecendented numbers of refugees, intensified ethnic and political tensions, and a global economic depression the likes of which no one has ever seen.

The situation is still within our grasp, but we must act now, we must act strongly, and we must act together. Individuals, companies, and governments across the globe must each do what they can to reverse climate change. We will never get a second chance.

What can I do?

The good news is that there are plenty of things that we can do to reduce our carbon footprint. The key word is reduce. We can greatly lessen our impact on climate change by using the planet's resources more responsibly. There are many things we can reduce, and many ways we can reduce them, but three of the major ones are: reduce the amount of animal products you consume (meat, dairy, eggs, leather, etc.), reduce the amount of fuel you use (car, air travel, etc.), and reduce the amount of electricity you use. There are plenty of good resources on the web. I encourage you to do your own research, though you might find some of the links below to be useful.

More climate change info?

Footprint Network footprint calculator - Figure out your own ecological footprint.

www.350.org - An international campaign building a movement to unite the world around solutions to the climate crisis.

Fight Climate Change with Diet Change - Find out why the meat industry produces more greenhouse gases than all the SUVs, cars, trucks, planes, and ships in the world combined.

Where does the data come from?

Birth and death rates: 2010 estimates, from the CIA World Factbook

Population: Data is based on July 2010 estimates from the CIA World Factbook. When Breathing Earth is started, it uses each country's birth and death rates to calculate how populations have changed since July 2010, and adjusts its figures accordingly. It continues adjusting the various population figures as you watch it, each time a person is born or a person dies.

CO2 emission rates: 2006 figures from the United Nations Statistics Division. These are the most up-to-date figures as of October 2010. Collating CO2 emissions data for every country on Earth, representing the same time period, is undoubtedly a massive and very complex task that relies on the availability of many other sets of data. This probably explains why the most recent CO2 emissions data available is from 2006.

CO2 emission rates from four years earlier: When Breathing Earth was first built, it used 2002 figures, also from the United Nations Statistics Division. When you hover your mouse over a country, Breathing Earth compares the 2002 and 2006 figures and indicates whether that country's CO2 emissions have increased or decreased in that time, using the red or green arrow that appears near the bottom-left.

There was an unavailability of a portion of the data for a few of the tinier countries (eg. Vanuatu, Tuvalu, Lesotho). In such cases, I made estimates based on their population, economy, and the data of their relevant neighbours. In all such cases, the figures were so low that even had my estimates been wildly inaccurate, the effect on the simulation would have been negligible.

CO2 emissions: per country or per capita?

Some people ask why Breathing Earth focuses on the CO2 emissions per country, rather than per capita. After all, wouldn't the per capita rates give a better indication of who is being most wasteful? For example, the citizens of Australia, Kuwait and Luxembourg are among the world's worst polluters, yet their CO2 emissions aren't very prominent on Breathing Earth because of those countries' relatively low populations.

The fact of the matter, however, is that what is most important is how many c02 emissions there are from the perspective of Planet Earth. Although some countries are clearly much worse polluters than others, the problem is ultimately a global one that humans of various nationalities have caused, and that humans of various nationalities must work together to solve.

One thing must surely be obvious though: The problem is largely a Western one. It is the Western countries who are leading the way in CO2 emissions, and when non-Western countries have high CO2 emission rates themselves, it's usually because they are adopting Western habits. Since we, the West, have been a leading cause of the CO2 emissions problem, surely it is we who must step up and be the leaders in the solution.

Thanks for visiting.

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Breathingearth - CO2, birth & death rates by country, simulated real-time

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Welcome to Breathing Earth. This real-time simulation displays the CO2 emissions of every country in the world, as well as their birth and death rates. I made this website back in 2006, and have updated the data every couple of years, though being a Flash-based website, it's now showing its age.

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Jeremy talking to students (Image supplied by and approved by AIS Chennai) Jeremy Willette, currently the Head Librarian at the...

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IB Learner profiles in the library A4 PDF posters

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School Librarian Connection offers workshops for secondary school educators, as well as organising conferences and professional development days for school librarians across the Asia Pacific region.

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EXPECTATIONS: Recognizing How Our Beliefs Shape Our Behavior

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Best designs in Australian public libraries 

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Best designs in Australian public libraries 

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The Design Files | Australia's most popular design blog.

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Architecture

In the book Public Library, Ali Smith writes, 'It doesn't have to be educational. It doesn't matter who you are or what you were doing. Young or old. Rich are homeless. It doesn't matter. You just go there'. These 'palaces for the people' are civic sites where everyone is welcome.

Take a tour of eight of Australia's most beautiful libraries, where you can take refuge with a book, and just take shelter on a rainy day and enjoy the community space.

Geelong Library And Heritage Centre

The Geelong Library and Heritage Centre by ARM Architecture has an arresting exterior - eight storeys of crystalline shards of glass and minimalist disco-ball curves! The building sits on the same site as the two-storey library it has replaced, but ARM has re-visioned the library identity to serve the current and future needs of Geelong inhabitants. The sweeping dome takes direction from the historic dome of the State Library of Victoria (see below in this post!), with a contemporary and high-tech spin.

Geelong Library and Heritage Centre
51 Little Malop Street
Geelong, Victoria

Bankstown Library and Knowledge Centre

The Bankstown Library and Knowledge Centre (BLaKC) by fjmt is located on the renovated site of the pre-exisiting Bankstown Town Hall. The architects worked to salvage the high quality timber, pre-cast concrete, aluminium and stainless steel of the original hall, and repurposed them into a new state-of-the-art community centre. The library wing runs across three levels, and sits alongside a landscaped public area. Grab a book, and enjoy the view!

Cobram Library And Learning Centre

The Cobram Library by CohenLeigh Architects in Victoria is directly informed by the location and community in which it sits. The architects worked with local community stakeholders to develop a design that echoes the form of the local Murray River in the external timber battened screen. This curtaining element casts shifting shadows into the library space. A central pathway runs through the library, and the wooden panel ceiling spine connects the private reading and communal working zones. A new technology area has been introduced alongside library, reading, and community spaces, to reflect the needs and interests of the Cobram residents. There is something SO elegantly Australian about this library, where the curves of the Murray River welcome readers into the community focused civic space.

Woollahra Library

The Woollahra Library by BVN is the library that prompted this round up, after Lucy joined Sydney stylist Megan Morton in one of the library's meeting rooms for a podcast recording! Tucked into the Blackburn Gardens and overlooking Double Bay, the Woollahra Library brings the surrounding nature into the bookish space. Organic shapes and hanging gardens create an inviting and calming environment, and since the library has been updated, over 4000 new members have joined, and daily visitation has jumped from 400 to 2500.

In addition to stunning silent zones and reading nooks, The Woollahra library also features an Automated Returns Room where you can watch books being automatically sorted (so soothing!), and a secret doorway halfway up the timber stair that opens onto a curving slippery dip, delivering kids to a cosy reading corner!

Caulfield Library

The Caufield Library at Monash University, Caufield by John Wardle Architects transforms a brutalist brick and concrete library into a light filled and inviting space for students. The original 1970 building has been reoriented to welcome students into the space, and opened up to reveal the structure and frame. A central atrium draws light into the depths of the library, and seating capacity has been increased from 746 to 1572, with plenty of power points to charge dwindling laptops!

The external renovations are equally striking, as a glass, steel and mesh canopy provides a 'shade house' and transitions between the outside and inside. Unsurprisingly, this library won the Australian Library and Information Association Academic Library Design Award, 2019 - university life never seemed so appealing!

Bunjil Place Library

The Bunjil Place Library by fjmt studio draws on indigenous Boom Wurrung themes of the 'meeting of many paths' to create a sinuous design scheme of flowing organic forms. The ground floor of the library acts as an extension of the community foyer, as an invitation to all. High ceilings and mezzanine floors provide a sense of civic grandeur, while dedicated kids and youth areas, gaming suites and collaborative areas make it a welcoming library for everyone to enjoy.

Surry Hills Library

Yes, this is the third library by fjmt on our list - they are clearly Australia's library whisperers! The Surry Hills site incorporates a library, resource centre, community and child centre, with a public park and raised grass platform. The library encompasses the ground and lower floor, with open views out to the surrounding landscaped play areas. The tapered glass atrium creates a transparent prism, with the intention that this openness will encourage participation. The library balances monumentality with community engagement - a truly civic building!

State Library of Victoria

The State Library of Victoria is the kind of library your brain conjures when you think of a library! It is a large traditional civic institution, that is equally imposing and inspiring. The library is currently undergoing a massive renovation for the 2020 Vision designed by Architectus and Schmidt Hammer Lassen Architects - but before this transformation is complete, there is plenty of celebrating in the history of this iconic Melbourne space.

Designed by Joseph Reed, the library opened its doors to the public in 1956 with free admission to anyone over 14 years of age with clean hands! It is the oldest and busiest public library in Australia, and is now home to over 5.1 million items. Over 5000 people visit the SLV a day, and for anyone who has ever spent time traipsing around during SWOTVAC looking for a seat - the new renovation will see public space increase by 40% and seating by 70%. Until then, the Dome Room is hard to beat for a work location, so get there early to secure a spot.

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Bookworms Rejoice - The Best Libraries in Australia

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In the book Public Library , Ali Smith writes, 'It doesn't have to be educational. It doesn't matter who you are or what you were doing. Young or old. Rich are homeless. It doesn't matter. You just go there'. These 'palaces for the people' are civic sites where everyone is welcome.

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The 8 Ways is a pedagogical framework which provides 8 lenses through which to consider both our immediate world but also how to plan for learning and facilitate knowledge creation in a culturally inclusive way.

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Campfire to Holodeck

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From the Campfire to the Holodeck (2014) is David Thornburg's updated work on his theory of the primordial learning metaphors and how they fit in with today's modern educational spaces. I'm currently researching and writing for book #2, which will be about learning space design and libraries (more info soon). In just about every book on learning space design I read, Thornburg's ideas are mentioned. I'm an academic at heart and I like to go back to the source material as much as I can. This book is definitely a worthy read and will get you thinking about learning spaces in a new light.

Why You Should Read From the Campfire to the Holodeck

Thornburg is a futurist, author and consultant and he comes to educational theory from an interesting background. He worked at Xerox Palo Alto Research Center as an engineer in the 1970s and got to see firsthand how technology and space worked together for learning and innovation. He first proposed his ideas of learning space and educational theory through Campfires in Cyberspace in 1996.

The Primordial Learning Metaphors

Thornburg's theories center around learning spaces that have been around since the dawn of humans (with the exception of the newest one). They can be seen in schools and informal learning spaces, such as workplaces, conference spaces and public spaces.

Campfire

The Campfire is for storytelling. It is the lecture space, the space where a large group of students learns from one individual (teacher, presenter, fellow student) at the same time. Thornburg emphasizes that, although this space is overused in our current educational system, there is a place for it and we shouldn't eliminate it entirely. The key is for lectures to give students "just enough information to set the stage for student discovery" (p 14). He stresses asking questions and not providing all the answers. Give students a chance to tackle engaging questions and discover things on their own.

Watering Hole

The Watering Hole is the space for social learning. Thornburg ties this to the theory of social constructivism of Vygotsky. These are spaces for spontaneous meetings, student conversation and brainstorming. Ideally, such spaces would have comfortable chairs and whiteboards for sketching out ideas. The need for a watering hole space is especially high after a lecture, when students will want to process and discussion the information they just learned.

Cave

Cave spaces are geared towards solitary, reflective, self-directed learning. These spaces tie into the cognitive constructivism of Piaget. This one is one of the types of spaces most lacking in schools. The key is to provide a sense of privacy so that students can reflect and process on their own. Spaces with three walls, with room dividers or mobile whiteboard can act as caves. Time also has to be provided for students to actually use these spaces uninterupted.

Life

Life is the space where we apply the things we learn hands-on. This space is closely tied to Seymour Papert's Constructionism and can be seen in schools today in makerspaces. It is the space that recognizes that learning comes through tinkering. One key element to this space, Thornburg writes, is providing opportunities for open exploration of ideas rather than giving every student the exact same task to perform. He states "The key is that the space can adapt to a wide variety of uses and can be shaped by education purposes as well as the students' creative goals" (p 35).

The Holodeck

The Holodeck is Thornburg's newest space and it combines all four of the previous theories into one classroom space. He describes several such spaces as immersive learning experiences where students participate in cross-disciplinary missions using a wide variety of technology. While fascinating, I'm not sure how feasible this would be for most schools. It would require a LOT of buy-in from teachers and admin, and I fear that it would just become a novelty space. But it's fascinating and I think spaces like this might be where the future of education is going.

Books referenced in this book:

Everytime I read a book, I add more books to my to-read list. Here's some mentioned in this book that I plan on checking out now:

Check out From the Campfire to the Holodeck

From the Campfire to the Holodeck is a fantastic book that will get you thinking about your learning spaces in a different light. It's also relatively short and easy to read in a weekend.
Have you read From the Campfire to the Holodeck yet? Which is your favorite learning metaphor?
(Note: Post contains affiliate links. Actions taken may result in commissions for Renovated Learning.)

Diana Rendina, MLIS, is the media specialist at Tampa Preparatory School, an independent 6-12 in Tampa, FL. Previously, she was the media specialist at Stewart Middle Magnet School for seven years, where she founded their library makerspace. She is the creator of the blog RenovatedLearning.com. She was a monthly contributor to AASL Knowledge Quest from 2015-2018. Diana is the winner of the 2016 ISTE Outstanding Young Educator Award, the 2015 ISTE Librarians Network Secondary Award, the 2015 AASL Frances Henne Award & the 2015 SLJ Build Something Bold Award. She is an international speaker on the Maker Movement and has presented at conferences including AASL, FETC & ISTE. Diana co-authored Challenge-Based Learning in the School Library Makerspace with Colleen and Aaron Graves and is also the author Reimagining Library Spaces: Transform Your Space on Any Budget.

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Read this Book: From the Campfire to the Holodeck

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From the Campfire to the Holodeck (2014) is David Thornburg's updated work on his theory of the primordial learning metaphors and how they fit in with today's modern educational spaces. I'm currently researching and writing for book #2, which will be about learning space design and libraries (more info soon).

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​Caves

The cave is a private space where an individual can think, reflect, and transform learning from external knowledge to internal belief.

Schools have both posters and places to encourage this private individual time.

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​Caves The cave is a private space where an individual can think, reflect, and transform learning from external knowledge to internal belief. Schools have both posters and places to encourage this private individual time.

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Visible Thinking is a flexible and systematic research-based conceptual framework, which aims to integrate the development of students' thinking with content learning across subject matters.

Visible Thinking began as an initiative to develop a research-based approach to teaching thinking dispositions. The approach emphasized three core practices: thinking routines, the documentation of student thinking, and reflective professional practice. It was originally developed at Lemshaga Akademi in Sweden as part of the Innovating with Intelligence project, and focused on developing students' thinking dispositions in such areas as truth-seeking, understanding, fairness, and imagination. It has since expanded its focus to include an emphasis on thinking through art and the role of cultural forces and has informed the development of other Project Zero Visible Thinking initiatives, including Artful Thinking, and Cultures of Thinking.

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Visible Thinking is a flexible and systematic research-based conceptual framework, which aims to integrate the development of students' thinking with content learning across subject matters. Visible Thinking began as an initiative to develop a research-based approach to teaching thinking dispositions. The approach emphasized three core practices: thinking routines, the documentation of student thinking, and reflective professional practice.

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Cathy Gassenheimer's review of Bob Garmston's book: Using Powerful Storytelling to Teach, Coach, and Lead

Click here for Click information on sustaining the Thinking Collaborative journey

Now Available: The long awaited, third edition of the Cognitive Coaching hardcover book!

Check out the Thinking Collaborative Workshops!

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Cathy Gassenheimer's review of Bob Garmston's book: Using Powerful Storytelling to Teach, Coach, and Lead Click here for Click information on sustaining the Thinking Collaborative journey Now Available: The long awaited, third edition of the Cognitive Coaching hardcover book! Check out the Thinking Collaborative Workshops!

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Gamestorming – A toolkit for innovators, rule-breakers and changemakers