Commonly Used Resources for Liberal Studies

6.3.1 Learning and teaching resources provided by EDB

To assist schools in managing curriculum change, EDB has provided them with a one-stop curriculum resources directory service at http://www.edb.gov.hk/cr. The directory provides a central pool of ready-to-use learning and teaching resources and useful references developed by EDB and other parties. The Web-based Resource Platform for Liberal Studies can be accessed via this resources directory service, or directly at http://ls.edb.hkedcity.net. It serves teachers through ongoing provision of learning and teaching resources. It is developed in collaboration by the EDB and the Hong Kong Education City (HKedCity).

On this Resource Platform, various types of teaching and learning resources have been planned and are being developed, including:

 Relevant Concepts: These are examples of major concepts within the six modules, and explanatory notes on these concepts will also be provided.

 Teaching Packages: These are issue-based sample packages of teaching and learning materials, including teaching plans, relevant teaching materials, thinking tools, assignments, and suggestions on extended study.

 Resources Bank: This is a bank of searchable learning and teaching resources of various kinds.

 Bilingual Glossary: This web-based glossary consists of references of ideas, words and phrases frequently used in the learning and teaching of this subject.

 Other items, such as literature selections and basic data on suggested IES themes.

The learning and teaching resources in the resource platform are not meant to be definitive and exhaustive. For teachers new to the subject, the resource platform may be treated as a one-click starting point for copyright cleared materials that can get them up and running.

Experienced Liberal Studies teachers, working in tandem with their students, will feel at ease in selecting, editing, analysing, evaluating and criticising relevant materials provided in the website. The use of the website is also not mandatory.

Teachers can refer to the ―Liberal Studies Curriculum and Assessment Resource Package – Interpreting the Curriculum and Understanding the Assessment‖ which was jointly prepared

6.3.2 Textual resources

Textual resources such as books, journals, reports and documents are important learning and teaching resources for Liberal Studies. Official documents and reports, both local and global, are part of the essential sources of information for studying perennial and contemporary issues. They are usually good sources of information on the latest societal and global developments. Official viewpoints, however, have to be balanced by presenting viewpoints from NGOs, civil society and the private sector. Teachers and students can also resort to academic books and journals for more rigorous analyses. However, the authority of any expert should always be seen as providing one of a number of possible perspectives on an issue, but not as having the final word.

6.3.3 The Internet and technology

The massive increase in the quantity of information available today is causing us to adopt new approaches to learning and teaching. The Internet has become a powerful resource base and a readily available learning tool for everyone. Educators no longer have to act as the sole source of knowledge about a subject. The strategic use of technology has the ability to transform learning and teaching by enhancing student engagement and improving access to knowledge. Technology, however, is a means, not an end. The ‗sage on the stage‘ model of teaching is already giving way to the ‗guide on the side‘ approach. Instead of being the fount of all answers, teachers will facilitate learners to ask the right questions. They will help students construct their own knowledge. Students will move away from rote learning, towards the development of higher-order, critical thinking skills.

Technology, including IT, helps learning in the following ways:

● providing audio-visual aids for difficult concepts;

● helping the search for information from various sources and handling large quantities of information;

● allowing students to work at their own pace, including using specially designed software;

● enhancing interaction among learners, resources and teachers;

● providing platforms for collaboration among learners and teachers; and

● facilitating the learner‘s acquisition of information, development of critical thinking and knowledge building, with teachers providing the necessary guidance and support.

For Liberal Studies, the use of IT provides an instant and global platform for the articulation of different values, views and opinions. Thus, the interaction and discussion are not confined to any locality or social group. The multiplicity of standpoints and perceptions is highly beneficial to the learning and teaching of Liberal Studies.

The information gathered through IT should be treated with care, however. Teachers and students should be aware of the value-laden and often selective information provided in software, web sites, chat groups, web journals (―blogs‖), etc. Judgment should be suspended when sources of information are anonymous, partial and even falsified. The validity and reliability of any claim should be checked and substantiated by other sources of information and evidence.

In using IT to conduct enquiry in Liberal Studies, teachers should take note of the possibility of the digital divide. Support should be provided to students from lower SES families, who may lack access to IT facilities at home.

6.3.4 Mass media

The media, like the Internet, have become important sources of information for teachers and students engaging in the enquiry process in Liberal Studies. The media provide instant and global information. They also articulate different values, views and opinions which are essential to the enquiry process in Liberal Studies. Their inquisitiveness and comprehensiveness cover various dimensions of the evolving perennial and contemporary issues. Non-textual materials from the media could elevate the learning motivation and efficiency of some students with different learning styles.

However, messages from the mass media need to be deconstructed. Students should be guided to take into account the possible ideological motives and modes of operation of various media institutions. Information presented in the mass media should not be seen as the full fact or the whole truth.

6.3.5 Other non-textual resources

Other non-textual resources such as photographs, posters, maps, audio records and video

interesting first person experiences and responses with respect to the changing physical and human world. An empathetic understanding becomes more possible through activities based on such materials.

6.3.6 Community resources

A major strategy and characteristic of curriculum development is the call for partnership among all parties. Many parties can contribute in different ways to helping our students to learn effectively. Parents and alumni can be promising sources of support to the learning and teaching of Liberal Studies, if the school can strategically network them and solicit their help. There are different ways, other than sponsorship, for parents and alumni to show their support to schools. Their diverse backgrounds, experiences and connections can contribute to widening students‘ horizons and developing multiple perspectives. Please refer to Appendix 16 and p. 178 for an example of how alumni contribute to the learning and teaching of Liberal Studies in one school.

Community organisations and NGOs work at different levels and with different interests.

Within their specific domains, they can provide valuable information, standpoints, views and opinions through their publications, reports and web sites. They are often willing to conduct talks and briefing sessions or organise activities for teachers and students. The Web-based Resource Platform for Liberal Studies has listed a number of ‗Friends of Liberal Studies‘, which are NGOs committed to supporting the learning and teaching of the subject in different ways.

Being a target of study in specific modules or IES, community organisations and NGOs can provide students with interview opportunities as well as access to their databases, internal workings and even decision-making processes.

Public facilities such as parks, museums, libraries, and the information centres of government departments can all provide rich sources of material for learning.