edition 10 - editing

well... its Sunday and I'm still cutting words - have about another 250 to go - its so sad getting rid of a gem of a quote or a sentence that you've worked on. I'm trying to tone the unnecessary words and find ways of joining bits together but this last bit is hard, and after a while what I'm reading begins to make no sense. Thanks for the words of encouragement from fellow 401ers.

In editing i have had doubts about what i have written and if i have actually answered the questions - which i think is a little different from the marking rubric, but it's too late for a re-write. I also have to update my references again as I've cut some quotes and hence authors - i did wonder if i have too many - finding the balance between literature that supports your work and your own voice is tricky.

Having said that, there's something so satisfying about a good edit and bringing all your ideas together. Though, i would have like some more time to talk about some of the approaches the TL could initiate to help create an ILSC. If you look at Henri (1999, 2005a, 2005b) alone there's at least 2000 words worth of ideas that you could explore.

I shall not begin reading the next novel - Blood noir - until I've cut these last 250!!

Henri, J. (1999) The Information literate school community: not just a pretty face. In J. Henri, (1999) The Information literate school community: best practice, (pp. 1-10). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.

Henri, J, (2005a) Understanding the information literate school community. In J. Henri & M. Asselin (Eds.) The Information literate school community 2. (pp 11-26). Wagga Wagga: Centre for Information Studies, Charles Sturt University.

Henri, J. (2005b). What is an information literate school community and what are the implications for teacher librarians? Unpublished chapter. Retrieved from http://www.cite.hku.hk/people/jhenri/doc/InformationLiterateSchoolCommunity