“What, no fines?!”

“These are overdue, how much do I owe?”
“Nothing? What? Don’t you charge fines?”

First alma issue

All libraries fine for the late return of material, right? Well, no, that’s not right! The Education Library has never fined for overdue books and here are our reasons why:

  • Many of our students are training to teach on one of the Faculty’s intensive PGCE courses which is stressful enough without adding the worry of owing money for overdue library books – for us it is a well-being issue.
  • Many of our other students are part-time or distance learners located all over East Anglia (& further afield) who are unable to visit the Library regularly; charging fines when they have been unable to get to the Faculty just doesn’t seem fair.
  • We try to build positive relationships with our users as we want them to have confidence in the specialist education information service we offer.  It is difficult to do this when on the one hand we say ‘trust us, we can help you’, but then dish out punishment in the form of fines on the other.
  • Fining doesn’t necessarily mean that books are returned promptly; in fact it often works in quite the opposite way, some people think of the fine almost as a rent for the book.  One of our undergraduates recently told us that borrowing from a Library that doesn’t fine provides more of an incentive to return books on time than one that does.
  • We’d much rather have the book back than the money! We trust that our users will return books when needed so that the whole community can benefit from them.
  • Not fining makes it easier for us to give a clear message to students about the importance of returning recalled books promptly, or to let us know if that’s not possible so that we can fulfill the information need in another way.

 

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Presenting our Faculty Publications – The September Showcase

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The end of summer is nigh but fear not, we have some exciting new Faculty Publications to showcase!


Firstly we have a title edited by Sue Swaffield:

Swaffield, S. & Thomas, S. (Eds.) (2018). Educational assessment in Latin America. London: Routledge

Educational Assessment in Latin America

“Educational Assessment in Latin America’ is a collection of articles first published in the journal Assessment in Education in 2016. The introduction provides an overview and summary, as well as referring to additional related articles published in other issues of the journal. The book is a particularly valuable resource for anyone interested in educational testing and effectiveness, and of course in the region. It also includes a fascinating analysis of the historical development of assessment through 175 years of extremes of centralisation and decentralisation, as well as an exploration of students’ opportunities to learn with a particular focus on improving opportunities for underprivileged children. Three of the papers focus on Chile, two on Brazil, and one each on Peru and Mexico.” (Sue Swaffield)


Next we are pleased to introduce Christy Kulz‘s new publication:

Kulz, C. (2017) Factories for learning: making race, class and inequality in the neoliberal academy. Manchester: Manchester University Press

Factories for learning

“Over half of England’s secondary schools are now academies that receive funding directly from central government and operate as autonomous businesses. Academies’ impact on achievement levels has been hotly debated, but the social and cultural changes prompted by this model have received less scrutiny. Factories for Learning draws on ethnographic research conducted at Dreamfields Academy, a celebrated secondary academy in an English urban area. Dreamfields’ ‘structure liberates’ ethos claims to free students from a culture of poverty through hard discipline. With its regimented routines and outstanding results, Dreamfields has received praise from across the political spectrum. This book examines the complex stories underlying the glossy veneer of success by exploring how persistent structural inequalities are concealed beneath the colour- blind rhetoric of aspirational citizenship. It argues that the heightened marketisation and centralisation of education instigated through academisation reproduces new raced, classed and gendered inequalities.” (Christy Kulz)


Our third entry in this showcase is an Open Access Ebook with chapters written by two members of our Faculty Staff: Linda Fisher and Karen Forbes

Haukås, A., Bjørke, C., & Dypedahl, M. (2018). Metacognition in language learning and teaching. London: Routlege

Matacognition
Chapter 8. “In German I have to think about it more than I do in English”: the foreign language classroom as a key context for developing transferable metacognitive writing strategies. Written by Karen Forbes

“This book brings together a collection of theoretical and empirical chapters which explore the latest research on metacognition in language learning and teaching from a range of different countries and contexts around the world.

This chapter explores how writing strategies developed in the foreign language classroom can have positive effects not only for work produced in the foreign language itself, but also for writing in students’ first language. I draw on data from a study conducted in a secondary school in England which investigates the effect of a programme of strategy-based instruction on the development of metacognitive learning strategies and writing attainment in German, and which also explores transfer to English. Findings highlight the potential for a cross-curricular approach to writing pedagogy, where first language and foreign language teachers work together to encourage and facilitate connection-making.

This book will be of particular interest to scholars, language teachers and students working on topics related to language education, including PGCE modern languages students, RSLE Masters students and PhD students.” (Karen Forbes)

Chapter 12. “Emotion recollected in tranquillity”: blogging for metacognition in language teacher education. Written by Linda Fisher

“This chapter discusses how pre-service language teachers’
metacognition may be developed through the use of a professional blog, operating as a thinking device to allow teachers to select experiences from their training programme and write freely about them. The premise for the activity arose from a Wordsworthian idea that encouraging pre-service teachers to allow salient moments or ‘hot spots’ to enter their thinking (“what is really important to men”), to examine and, potentially, derive meaning from those moments when no longer as emotionally engaged with them, might benefit professional action, and improve resilience and wellbeing in the future.
This explicit examination of emotion in subsequent relative tranquillity might thus add to a teacher’s cognitive consonance.

It will be of interest to anyone interested in teacher education.” (Linda Fisher)


Other recent publications by our Faculty Staff include the following….

Burnard, P. & Murphy, R. (2017). Teaching music creatively (2nd ed.). Abingdon: Routledge

Chaplain, R. (2018). Teaching without disruption in the secondary school : a practical approach to managing pupil behaviour (2nd ed.). London: Routledge

Chemi, T. & Du, X. (Eds.) (2017). Arts-based methods in education around the world. Gistrup: River Publishers
(Chapter 11 – The art of co-creating arts-based possibility spaces for fostering STEAM practices in primary education. Written by Pam Burnard, Tatjana Dragovic & James Biddulph)

De Bruin, L., Burnard, P. & Davis, S. (Eds.) (2018). Creativities in arts education, research and practice : international perspectives for the future of learning and teaching. Leiden: Brill Sense

Girdzijauskiene, R., & Stakelum, M. (2017). Creativity and innovation. Innsbruck: Helbling
(Chapter 1 – The imperative and possibility of diverse musical creativities in policy and practice. Written by Pam Burnard)

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Remember you can discover the full range via #EdFacPublications

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The many guises of Cinderella

We wanted to shed some light on the delightful and varied versions of the Cinderella story that we hold in our Children’s Literature collection.  The historical fairy tale has held its appeal for over a thousand years across many different countries and cultures.

Maria Nikolajeva has generously donated many of the Cinderella titles we now hold in our collection, including these vibrant and beautifully illustrated publications by Shirley Climo and The Golden Sandal by Rebecca Hickox.

 

The Korean Cinderella

By Shirley Climo and illustrated by Ruth Heller

This title can be found shelved in the Fairy Tales section of our Children’s Fiction collection at: CLIMO (silver label).

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This retelling is based on three Korean variations of the classic tale. The author notes that there are half a dozen versions that have been a firm favourite with Korean children for centuries.

In this story our humble heroine, Pear Blossom, is assisted by a frog, sparrows and a black ox to break free from her cruel step mother and step sisters torment.

Illustrator Ruth Keller visited Korea, which informed her colourful paintings in the book. Much of the designs are steeped in tradition and history that she gathered from research at museums, palaces and a replica three hundred year old village that she visited.

 

The Egyptian Cinderella

By Shirley Climo and illustrated by Ruth Heller

This title can be found shelved in the Fairy Tales section of our Children’s Fiction collection at: CLIMO (silver label).

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Many claim this Egyptian tale of the Greek slave girl Rhodopis to be one of the worlds oldest Cinderella stories, which apparently was first recorded by the Greek historian Strabo in the first Century B.C. However, many argue that it did in fact originate from China during the Tang Dynasty (618-907 CE) in the story of Yeh Shen.

Historical facts aside, Shirley Climo has reworked the story beautifully and steeped it in captivating Egyptian mythology.  In this version Rhodopis’ fate is helped along by a thieving falcon that Climo chose instead of an eagle as it echoed the Egyptian sky god Horus.

 

The Irish Cinderlad

By Shirley Climo and illustrated by Loretta Krupinski

This title can be found shelved in the Fairy Tales section of our Children’s Fiction collection at: CLIMO (silver label).

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Next we are taken to Ireland with a male protagonist, Becan, who must pass the shoe test with his unusually large feet. This reworking is mainly based on Irish folktales of The Braket Bull in Four Irish Stories (Dublin, 1898) by Douglas Hyde and Billy Beg and His Bull from Best Stories to Tell to Children (Cambridge, MA, 1905) by Sara Cone Bryant.

In this version our Cinderlad befriends a misunderstood, mystical bull. According to Climo, in Ireland of old it was believed that cattle originated from the sea and posessed unusual powers. Climo writes “In particular, a cow with a white face and red ears was considered an enchanted creature.”

 

The Golden Sandal

By Rebecca Hickox and illustrated by Will Hillenbrand

This title can be found shelved in the Fairy Tales section of our Children’s Fiction collection at: Hickox (silver label).

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Now our Cinderella journey takes us to Iraq with the story of The Golden Sandal. The central character of this Middle Eastern rendering is the unjustly treated Maha. The story contains all the familiar characters but with the unique element of a magical red fish whose life is spared by Maha.

Author Rebecca Hickox cites the Iraq story of The Little Red Fish and the Clog of Gold in Inea Bushnaq’s Arab Folktales (Pantheon, 1986) and a version from eastern Iran and western Afghanistan that appears in Cinderella: a casebook, edited by Alan Dundes (Wildman Press, 1983) as sources of inspiration.

 

Prince Cinders

By Babette Cole

This title can be found shelved in the Fairy Tales section of our Children’s Fiction collection at: COLE (silver label).

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Finally, we wanted to mention the comical modern day Cinderella retelling of Prince Cinders. Forced into a life of servitude by his bullying, party animal brothers, Prince Cinders is somehow saved by a clumsy fairy that tries to make all of his wishes come true but accidently turns him into a big hairy gorilla.

Find all of these titles and more in our Fairy Tales section of the Children’s Fiction collection. We hope you enjoyed delving into our collection and keep an eye out for more posts about the hidden gems in our Library.

Explore the wonders of Children’s Literature Collections in Cambridge via the guide to Children’s Literature Collections at Cambridge.

Eleanor’s Work Experience

The Education Faculty Library Team have had the pleasure of hosting Eleanor for the second week of her Year 10 work experience placement.  We have enjoyed showing Eleanor the different ways we support our students and staff, in particular our part-time and distance students who are still working towards deadlines over the summer vacation.

Eleanor has written the following guest post about her time with us.

My work experience at the Education Faculty Library has been brilliant. I always had something to do; all of the jobs were interesting and enjoyable, especially labelling books and processing in general.

It took a little while to get used to the classmark system here, as spending my first week at the main University library had accustomed my brain to an all-number system, but the system at Education was easy to pick up after a few goes.  Spending most of the first parts of my mornings shelving has helped me familiarise myself with the collection and the way the different types of books are organised, it also helped me when creating my summer reading list – full of magic and myths.

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My week at the University Library helped me to compare the workings of a Faculty Library such as Education with those of a much larger research library – the two are both incredibly different, but intrinsically the same at basic principal. I enjoyed creating a new summer window display to help support Education students over the summer – particularly long distance and part-time students.

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I even was able to have a peek in the archive and what happens to old editions (and just plain old) books there.  I learnt the whole process of a book’s lifecycle in the library – from first processing, to needing new borrowing records, to checking for and reporting damage to books, shelving, loaning, returning, relabelling old editions as newer ones come in, and eventually archiving or sale. It was a brilliant experience and I was never left bored or jobless, and I am so glad that I was able to come to the University Library and the Education Faculty Library for my work experience.

We would like to thank Eleanor for all of her hard work and assistance this week!

 

I know what you did this summer

Although lots of our lovely students have now either finished their courses or won’t be coming to the Faculty for teaching sessions for a little while, there’s still plenty to be done in the Education Library!

Here’s an insight into some of the work we will be undertaking over the next couple of months ready for when the PGCE term starts in September.

Reading lists

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There are over 100 session reading lists on the Library Moodle Site and they all, yes, that’s right, ALL need updating. The lists are interactive with links to online resources (ebooks & ejournals) as well as the catalogue and so provide our students with quick and easy access to readings for their teaching sessions (vital for all of our part-time and distance learning students).  It is no small task but is well worth the effort as one of our undergrads tells us: “They are such a lifeline both before and during term, and I don’t know of any other faculties that are so thorough and helpful with the resources put on Moodle.”

 

Teaching sessions

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These all need planning and there are a lot!  As a team, we run approximately 72 general induction and online research skills sessions which are embedded across all seven Faculty programmes (Undergraduate, Primary PGCE, Secondary PGCE, Practitioner Professional Development, Masters, PhD and EdD) enabling us to build strong relationships with our students from day one and (hopefully) have a positive impact on their learning.  Most of us have either attended conferences or workshops on teaching skills recently so now’s the time to reflect on last year’s teaching and see how we can improve (because there’s always room for improvement, right?)

 

Library Moodle Site

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It just wouldn’t be summer in the Education Library without a revamp of the Moodle Site!  For our continuing students, we will be updating you about any changes when we see you in Michaelmas Term but in the meantime, if you cannot find the information you need, remember to get in touch with us (library@educ.cam.ac.uk).

 

Library Guides

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We will be analysing the content of our four great Library guides (Referencing, Literature Searching, Research Methods and Social Media), improving and updating them wherever necessary.

Look out for new resources on the Research Methods Guide and a whole new Education Ebooks guide!!

 

Shelf tidying

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We know how frustrating it can be if you can’t find a book on the shelves, so every summer all the team do a thorough tidy of the shelves to make sure all items are in the correct place, ready for the first group of students in September.

Supporting our students!

Not all of our students have finished their courses yet and so we’re on hand throughout the summer to help with their queries from Accessing articles to Zotero and referencing support.  We’re open throughout the summer, Monday-Friday 9.30am-5pm.

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So now you know what the Education Library Team will be doing this summer!

 

New in the Library – Top Picks!

Our top picks of new books available in the Education Library this week!

inside teaching

Blanchard, J. (2017). Inside teaching: how to make a difference for every learner and teacher. London: Routledge.

Found in the Education Library, 371/1 BLA

 

data literate

Carroll, S.R. & Carroll, D.J. (2015). How to become data literate (2nd ed.). Lanhan: Rowman & Littlefield Publishers.

Found in the Education Library, 370/78 CAR

 

damned women

Malkiel, N.W. (2016). “Keep the damned women out”: the struggle for coeducation. Princeton, New Jersey: Princeton University Press.

Found in the Education Library, 378/2 MAL

 

rebuilding

Carnie, F. (2018). Rebuilding our school from the bottom up: listening to teachers, children and parents. London: Routledge.

Found in the Education Library, 371/2 CAR

The hate u give - thomas

Thomas, A. (2017). The hate u give. London: Walker Books

Found in the Education Library, THOMAS (Children’s literature)

engaging in narrative inquiries with children and youth

Clandinin, D., Caine, V., Lessard, S. & Huber, J. (2016) Engaging in narrative inquiries with children and youth. London: Routledge

Found in the Education Library, 301/01 CLA