The Faculty of Education Library Team perform magic in many ways, including taking care of more than 55,000 items on behalf of our readers. If you have ever wondered how we keep our library books in such good condition read on…
To Prevent our books from damage whether it be from wear and tear or severe weather conditions, we cover all paperback books and put dust jackets on hardbacks.
Constant Vigilance is needed to keep our books in as good a condition as possible for the future. All books are checked for markings and damage when they are returned before making their way back to the shelves.
In some sad cases an Emergency Response is needed so we work a little magic to restore any damaged or defaced books back to health.
Where books are feeling a little ‘bent out of shape’ or ‘caught in the rain’ with water damage, there is always a clamp on hand to help.
We always hope that our readers will not deface our books by writing in them as we have to remove these marks by hand which is very time consuming and can in turn cause damage (sadly there is not much we can do to remove pen or highlighter!). We do get in contact with our readers when defacing happens to encourage everyone to love our books and to look after them as carefully as we do.
Remember that help for books will always be found at the Education Library for those resources that need it!
The Education Faculty Library team are delighted to be involved in the new Futurelib ‘Intraloan’ project in conjunction with Cambridge University Library (UL) which will run for a trial period from Monday 6th February to Friday 3rd March.
Have you ever wanted to read a book held at the UL but not had the time to make your way across Cambridge to borrow it? For a limited time only (4 weeks) you will be able to request books from the UL to be delivered to the Education Faculty Library!
Who can borrow?
- Current education students and staff members who have registered with the Education Faculty Library
What can you request?
- Any ‘borrowable’ items held at the UL – exceptions are described as ‘Not borrowable’
- Requests will not be placed for titles that are already available as ebooks*
- Please note that if we decide to purchase your request for the Education Library, we will not request it from the UL*
How do you request books ?
- Complete the request form on the Faculty Library Moodle site by 3pm the day before you need the book
When will the book be available for collection?
- Monday to Friday from 12pm the day after placing the request
- Books requested on a Friday will not be available until the following Tuesday
- Once the book is available for collection, the Education Library Team will notify you by text and/or e-mail
Where do I return UL books?
- Books can be returned to either the Education Faculty Library or the UL up until the end of the trial on 3rd March
- After 3rd March, books will need to be returned directly to the UL
What happens if a book is recalled?
- UL books can be recalled at any point during the loan period. You will receive an email from Rose Giles at the UL giving you seven days notice to return the item
What about fines?
- Any books borrowed will be subject to the regulations of the University Library and unlike the Education Faculty Library, you will be fined for the late return of material (25p per day per overdue item)
- If a recalled item is not returned to the UL within the seven day notice period the fine will be double the usual rate (50p per day per overdue item)
We hope that you will find having easier access to over 2 million borrowable treasures of the UL helpful during this 4 week period. If you have any further questions about the trial please don’t hesitate to contact the Education Library Team at firstname.lastname@example.org
We are looking forward to working with our colleagues at the UL on this collaborative project and hope that through it we will gain further insights into the information needs of our users.
What is Futurelib?
“The Futurelib innovation programme researches the current and future roles of libraries at the University of Cambridge. The programme seeks to improve awareness and usage of Cambridge library services by employing ethnographic and user-centred design techniques to undertake detailed exploration of the current user experience of our libraries. Futurelib typically undertakes a number of simultaneous projects and draws on the time and expertise of library staff from across the institution to iteratively test and pilot new service models and concepts.”
* Policy introduced 13th February due to workload involved
The new iDiscover catalogue lists two different types of ebooks – those that are e-legal deposit titles which can only be accessed from computers within certain Cambridge Libraries and those titles that can be accessed from anywhere. To distinguish between the two, follow our guide below.
The wording in grey in the image below indicates that the book can only be accessed from specific computers in certain libraries in Cambridge:
The Education Faculty Library has one of these computers on Lily Pad 2, and from here you are able to either read the material online or print up to a chapter/10%.
We realise that using e-legal deposit titles in the Education Library is not going to be possible or convenient for many of our students, especially those studying at a distance from Cambridge.
However, if you let us know what it is you would like to read, we can probably help as we often have access to the material another way, either in print or as a ‘proper’ ebook that can be accessed away from Cambridge. If we don’t, we are happy to consider purchasing it.
Ebooks that can be accessed from anywhere look like this on the catalogue and you’ll just need your Raven password to access them via the green wording below:
Remember that all Education ebooks can be accessed via the database on the Faculty Library Moodle site and all of these are ‘proper’ ebooks which you can consult anywhere.
This guest blog post was written by Elena Natale, one of our Undergraduate students studying education with modern and medieval languages.
30th May 2016 to 9th June 2016
STORIES FROM A CAMP
By Elena Natale
It is hard to describe my days in the Dunkirk Camp both because of their intensity and because feelings and experiences are hard to explain in words. However, I feel that telling about my adventure is a necessary step for it to be continued by other inspired people who care about humanity. One of the first messages I want to communicate is that what we hear on the news or read in papers about the refugee crisis and about refugees themselves is just a small part of the picture, often badly painted with lots of misconceptions. This is because the focus is on the politics of immigration and the effects of this on society, rather than on the individuals and their stories. I do not intend to get involved with the politics at all, but rather bring a human touch to the matter. With this in mind, I left my safe, comfortable student life in Cambridge and went to volunteer in the Dunkirk La Linière Camp, spending most of my time in the classroom and the children’s centre.
Figure 1: The Edlumino classroom on the left and the children’s centre on the right.
My time at the classroom run by Edlumino Education Aid, a collaboration of teachers and people interested in education, was very enriching; especially given my interest in becoming a teacher. The classroom is very well resourced and it is beautiful and aesthetically pleasing. This is extremely important given that the camp in itself is unattractive in terms of aesthetics and architecture. Children from about 7+ of different abilities and with different previous experiences of schooling go to learn when they want all throughout the week. Depending on the number of teachers and volunteers present the children are taught in small groups or one-to-one tuition and the content of learning and teaching is mainly English and maths. Many children go to school for just a short period of time, most of them manage to stay for an hour. This is facilitated by the ‘bracelet method’, in other words after an hour of learning children receive a paper bracelet as a form of reward and as an entry-pass to the play centre just opposite the classroom.
Figure 2: The classroom
It was an amazing experience to help out in the classroom because many of the children arrive and are eager to learn, it is just about finding the right way for them to do so. This therefore requires a lot of flexibility and the ability to use existing teaching skills in completely new ways. The greatest challenge is to find ways to motivate the children and engage them in learning. This is especially the case because many of them are tired as they have been awake during the night trying to get on trucks, or alternatively they are influenced by their environment and by the other children. However it is not an unachievable goal: I myself experimented teaching using different techniques such as flash cards, visual and sensory objects, alternating some learning games with more structured learning.
Figure 3: The children’s centre activity area.
Figure 4: The play area.
Teaching in the camp is a stimulating experience for anyone interested in education and it encourages all those involved to share different teaching and learning approaches. All of these approaches seem to work as children return to school and their improvements are easily noticeable. I would hazard a guess that this is because everyone teaching is interested in the children as individuals and as learners. Added to this there is a shared recognition of the wider role of education: in other words education not just about the teaching of skills and knowledge but also about the development of feelings, behaviours and attitudes towards oneself, the environment and others.
I had a wonderful time at the children’s centre, opposite the classroom, as I had the opportunity not only to become a child again but also to organise entertaining and educative activities for children of all ages. In particular the centre is the camp’s safe space for children: from the small babies to the more exuberant older ones. There they can play and be themselves and rediscover their innocence and their abilities to dream. In it the children have the opportunities to explore and learn using different toys, art materials, sports equipment, books. The presence of teachers and volunteers means that each one can focus and spend time with smaller groups of children and organise games and activities. Having said this it is almost impossible to continue one activity for long because there is so much going on around. Consequently it is always important to have one eye in the game and the other on what is going on everywhere else; this is both to avoid brutal fights or stone throwing and also to make sure that none of the children are left alone or unsupervised.
A typical day at the centre starts around 10.30/11am when the children who are too small to go to the classroom are brought by their parents or by their older siblings. In the morning usually a creative activity, like playing music or some art work, is organised and then the children have a small snack time followed by free play. The centre closes for a lunch break around 1.30pm and the children then come back from 3pm to 5pm. In the afternoon, depending on the weather, the children either do some sports, physical activities or simply play outdoors. During my time at the centre a group of volunteers had just planted lots of flowers and plants so the children took over the responsibility to water them, something that they greatly enjoyed. I also attempted to do some dance routines and simple yoga/fitness exercises with the children. At first it was hard but then I realised it is all about consistency and about adapting the activity so as to suit the interests and needs of the children. It was wonderful to see a group of 10/15 children, who after many attempts, managed to sit together in a circle, do some stretching, make coordinated noises and take part in group interactions. The smallest satisfactions of volunteering with children derive from the simplest things: for example when a child says please, thank you, sorry or comes to give you a hug. All of these small gestures make you feel like you have achieved something great and unforgettable.
I spent most of my time moving in between the classroom and the children’s centre and it was interesting to notice how they both operate differently with different objectives. However despite this they both successfully achieve the goal of providing children with a safe space just for them where they can come and let out their energies, learn, spend time with other children and with adults who care about them. All the teachers and volunteers that I met are inspiring people and it is fascinating to listen to their stories. In particular the long-term volunteers who have been in the camp since it was first opened explained how they have seen the changes from children learning and playing in very small improvised tents, to larger ones to the complete, inviting and well-furnished buildings in which they are now.
What I have learned through this experience is that teaching in the sorts of conditions present in the camp requires a different approach to education: it requires people who are enthusiastic, sensitive and who are able to connect to individuals by catering for their needs of love and affection. The children and their families should be the core centre around which everything is done. Only when the connections between human beings are encouraged and safeguarded can true and meaningful changes of the individuals’ psychological and emotional conditions be made. To conclude, volunteering in the camp is for me about trying to reach the hearts of people and allowing everyone to reclaim their identity.
If you haven’t already seen this image on the LibrarySearch catalogue, be sure that it will be appearing on a list of search results near you soon!
But what does it actually mean?
Any material with the ‘Conditions of use’ label refers to books and journals that have been deposited at the University Library by publishers in a digital format, rather than in print. Unfortunately, these titles can only be used on specific computers in certain libraries in Cambridge.
We have one of these ‘E-Legal Deposit’ computers in the Education Library on Lily Pad 2 but you can only read the material online – it’s not possible to print, download, copy and paste or photograph the material you access from here.
We realise that using e-legal deposit titles on this computer in the Education Library is not going to be possible or convenient for many of our students, especially those studying at a distance from Cambridge.
However, if you let us know which title you would like to read we can probably help you as we often have access to the material another way, either in print or as a less restrictive ebook/ejournal through the resources subscribed to by the University.
If we don’t, we will consider purchasing it either as a print book or as an ebook which can be accessed outside of Cambridge Libraries.
The following guest blog post was written by John Finney, Faculty of Education teacher-researcher, co-editor (with Felicity Laurence) of MasterClass in music education and author of Music education in England 1950-2010.
From crowded solitude to re-contextualizing the field
It was about 2010 over a drink in the Rock that I quizzed Phil Kirkman and Jennie Francis as I tried to make sense of the recent growth in use of social media through twitter and texting. It was both a mystery and a concern that such short bursts of just 140 characters in the case of twitter could constitute a meaningful manner of communication. I was mindful of sociologist Zygmunt Bauman’s writing on the subject.
I have greatly enjoyed Bauman’s writing and have you read his 44 Letters from the Liquid Modern World? Letter 2 is titled ‘Crowded Solitude’. He tells of a teenage girl who sent 3,000 text messages in one month, an average of 100 messages a day.
Bauman writes: ‘what follows is that she’s hardly ever been alone for more than ten minutes; that means she has never been with herself – with her thoughts, her dreams, her worries and hopes.’ (2010: 6)
‘Running away from loneliness, you drop your chance of solitude on the way: of that sublime condition in which one can ‘gather thoughts’, ponder, reflect, create – and so in the last account, give meaning and substance to communication. But then, having never savoured the taste, you may never know what you have forfeited, dropped and lost.’ (Ibid: 9)
However, I was shortly to realise that twitter and the emerging blogosphere were becoming places of professional discourse. And in the relatively small field of music education where I reside, here was a meeting place and a global one at that.
Beyond music education there was a growing world of teacher twitterers and bloggers who were commanding the attention of government and whose voices were seen as both allies and minor arbiters in policy, its communication and dissemination. Michael Gove flirted with lead blogger ‘Old Andrew’, now an influential blog gatekeeper, while Tom Bennett emerged as government advisor, teachers’ champion and debunker of educational myths, and with over 20,000 followers.
I also noted that with practice it was possible to conduct a debate through twitter and that twitter was a source of information flow that could be valuable. Thus, I became a convert, understanding how all this is part of the time-space contraction that is global modernity.
After a little twittering I entered the blogosphere in 2012 and quickly fell into a pattern of writing a weekly blog rather like a regular newspaper column or Radio 4s Thought for the Day. Each blog takes five to seven minutes to read and above all else is intended to provoke thought. Topics vary from week to week and are often prompted by something recently encountered, some trend or silly idea gaining attention and credence that I feel would benefit from challenge or clarification. Then there are matters close to music teacher’s professional lives: assessment without levels (see blog post here), for example. Blogs on assessment and school audit cultures are big hits.
Sometimes I create a sequence. ‘Sitting by Lake Geneva’ was a four-part retrospective on Jean Piaget and recently I have written a five-part consideration of the purposes of music education.
Running through the over 200 blogs now written there are repetitions, recurrences, nagging issues that I keep returning to and through which my thinking becomes a little clearer. While the first fifty blogs have been published as an eBook there remains much scope for developing material into a more substantial account of ‘Music Education Now’, the blogs title.
Overall, my aim is to bring together teacher thought and thought circulating beyond the classroom. It is a great medium through which to contribute to the re-contextualization the field and to use another Bernstein notion, to open up those vitalising discursive gaps. (See Bernstein, 2000)
Of course, a blog does need promoting, and links through twitter help with this. I am left wondering just who is the weekly reader in Mongolia and why the recent interest from Thailand?
I am grateful to the ongoing tutelage from the Faculty Library Team on matters of blog presentation. I haven’t yet managed to import a Venn diagram and a good many other things that would improve matters.
The Library Team are at hand.
Bauman, Z. (2010) 44 Letters from the Liquid Modern World. Cambridge: Polity.
Bernstein, B. (2000) Pedagogy, Symbolic Control and Identity. Oxford: Roman and Littlefield Publishers, Inc.
The following is a guest blog post written by Mary Jane Drummond, a former lecturer at the Faculty of Education and renowned writer and researcher in the field of Early Childhood Education.
The death has been announced of Michael Armstrong, the author of two exceptional books about learning: Closely Observed Children (1989), and Children Writing Stories (2006). In the first, Michael Armstrong sets out, in his own words, ‘to describe the intellectual life of a class of eight and nine-year olds in a primary school in rural Leicestershire’; it is a book that has touched the working lives of countless teachers, and many others who shared Michael’s passionate interest in children’s learning.
In the second book, long-awaited by enthusiastic readers of the first, Michael brilliantly analyses a selection of children’s stories, some documented by Tolstoy in the peasant school he set up on his estate, some collected by the incomparable Vivian Gussin Paley, and many more from the primary school in Oxfordshire where he had been headteacher for 19 years.
Michael also wrote countless essays for the campaigning journal FORUM, many of them available online at www.wwwords.co.uk/FORUM. See, for example, a sparkling article about the importance of play in children’s thought and language: ‘Playful Words: the educational significance of children’s linguistic and literacy play’ in Volume 51, No.2, 2009, pp165-183. Readers who would like to be reminded of the cataclysmic events in English educational history in 1988 could turn back to Michael’s article in Volume 30, No.3, 1998 ‘Popular Education and the National Curriculum’. This is a fierce and cogent denunciation of the dysfunctional effects of the 1988 Education Reform Act, and, as it turns out, prophetically acute in its diagnosis of the long-term outcomes of the Act for children and teachers, for curriculum, pedagogy and assessment. When will we ever learn?
But Michael never gave up hope. His most recent and – tragically – final piece for FORUM is the text of his address to the Brian Simon Centenary Conference, held in March 2015 (Vol.57, No.3 2015 pp317-24, not yet on open access. See the FORUM website for more details). In this passionate speech, ‘Humanism in Education’, Michael robustly restates his abiding belief in Brian Simon’s educational vision, and his insistence ‘on the teacher meeting her students as human beings…with education as the meeting of minds within a common school in which all children are educable, and all have something to say.’ Michael concludes: ‘It is a vision that we have lost sight of. It finds no settled place in contemporary educational discourse. All the more reason to reclaim it.’ That work of reclamation must go on…