Tag Archives: Web 2.0

Final Vision Contents

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As I started to work on assembling my project, I wondered what format this should take. After exploring many different web 2.0 tools this semester, I figured there was probably an interesting platform out there waiting for me. I played around with a few different ones with varying results. I looked at recommendations and reviews. I considered Prezi, but have read many commentaries on privacy issues with the provider so I decided against it. I also tried one called EWC Presenter (Visme), which seemed quite easy to use. Unfortunately, unless you get a subscription many tools are unavailable. This seem to be the case with many of the programs. In the end, I have decided to go with the tried and true PowerPoint. I hear your collective sigh, but for they type of information, videos, and pictures I want to deliver, this program will useful. One of the advantages I see is that I can record commentary over my slides. Once the learning commons actually exists, I’ll move on to my promotional video!

Mapping Media to the Curriculum - Updated August 22, 2012

Creative Commons licensed image courtesy Wesley Fryer

I’ve also started collecting links on a delicious.com site that I am going to share with my staff. Once we start the dialogue and they have done some exploration on their own, I see phase 2 beginning. Then it will be time to put myself at the staff’s disposal, to show them how the learning commons can work for them, and to look at different web 2.0 tools that can work within their curriculum. I’d like to make myself an “expert” on some of the more widely used tools and apps and be able to offer support in building lessons and units in such a way that the technologies are useful and not burdensome. This presentation is about marketing an idea which, to fully implement, requires a fundamental shift in thinking on the part of staff and administration.

One of the challenges I am facing is simply streamlining my information. These are enormous topics. I’ve decided to focus mostly on the learning commons itself: why do we need this, what should it look like, what can we do there, what will the TL’s role be, what will the classroom teacher’s role be, what supports/resources can I offer? The last topic and the link list I’m creating will be a little teaser for the staff, leading the proverbial horse to water so to speak.

This is the fourth library course I’ve taken and in each one the topic of self-advocacy arises. I see this presentation as self-advocacy. I need to convince the powers that be that a well-equipped learning center is key to student success in the 21st century, to help improve digital literacy skills, and to help students connect with and be curious about the wide world outside our small community.  I also have to gently remind them that a trained teacher-librarian/media center/learning center specialist will also make the transition easier for everyone involved.

Final Vision: Rationale

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The plan to build a new facility to house my school has been discussed for the last 15 years. Finally, after a 5 year consultation process, construction is set to begin this spring. Initially the building was meant to reflect the unique needs of our community, a truly home-grown design. Alas, the powers that be ended up changing the plan due to budget constraints and the new facility, though still a great improvement (reliable heat, clean air, no creatures), will basically be a traditional school setting. The challenge to my colleagues is to implement the 21st century learning models regardless of the physical structure in which we work. Provision has been made for greatly improving the technology capabilities so this is why I think it is still possible to move toward a learning commons model within the new school.

Learning_Commons_Wordle_2

I think my presentation could be relevant to department staff as, ultimately, they hold the purse strings, school staff, students, and parents. Besides financial matters, the greatest challenge I see in making this shift, lies with the staff. It is a large and diverse group, with varying experiences and philosophies of education. I predict some people are willing to adapt and modify to embrace the possibilities of a learning commons model. Others, though, will take more convincing. I want to highlight some of Richardson’s ideas, along with the AASL Standards for 21st Century Learning and invite discussion amongst staff. By providing a current, ever-evolving, vetted collection of Web 2.0 tools, instructional methods and resources, and current discussions on LC models, I feel I can support my staff during this time of change. My role will be to help them navigate the new tools, just as their roles change from information deliverer to information guide for students. The list could be linked to our First Class (email) staff conference.

Students and their parents should also be part of this discussion. Students will be the ones interacting with their peers, instructors, and technologies within the space. They need to understand our motivations for wanting to refocus their school experiences. Parents also need to buy-in and feel comfortable asking questions about the structure of the education their children are receiving.

Once I float ideas about how the space should function, I want to discuss some needs of the physical layout, including furniture, resource housing, and technological hardware. Very little of the old furniture etc. is coming to the new building so we have a chance to choose the most suitable pieces to meet our needs.

I came across a great article on what a learning commons can be with some work. My district is literally starting from the ground up. While there isn’t much flexibility on square footage, there is a an opportunity to build a space for learning and innovation that will meet the needs of all the different users of our learning commons.

Future Vision – Brainstorming

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Because my school is on the verge of a major transformation (new building)  I thought it would be useful for me to think more specifically about what the new library/learning commons might look like. Since we are starting with a blank canvas, we have the opportunity to create a facility well-suited to the needs of our students and staff, which incorporates technology with flexible learning spaces and access to suitable resources, in both digital and print form. By implication, this means the role of the teacher-librarian must also evolve.

First, I am going to look at the physical layout of the new space and how we can best integrate technology into the space. Currently our library acts as a study space, a social space, and a computer lab. I want to look at ways to accommodate as many potential uses as possible, thinking in terms of layout, resource housing, furniture, and technology availability.

Secondly, I want to look at the pedagogy of collaborative teaching and learning. How can I support my colleagues in the transition to a learning commons-style of education from a traditional classroom model of education? What sort of resources and expertise can they expect from me during this shift? What sort of digital tools can we use to encourage inquiry and support the student learning experience? What roles will TLs and classroom teachers have within the learning commons? In this section, I will look at the use of iPads in the library and classroom, and some Web 2.0 tools that teachers can begin introducing as they move away from “old school” techniques. I’d like to be able to offer resources/links/information for my staff on this topic, perhaps through a wiki or delicious.com page.

We recently had a visit from an outside teacher who oversees 150 school libraries in her district. It was great to see the varying stages her schools are at in their transition to LCs. It was a relief as well to be assured that every step closer we take, no matter how small, make a difference.

This is a great example from Medicine Hat AB of a high school learning commons. This is the type of space I envision for our school’s new facility.

https://www.youtube.com/watch?v=lo0gaTzU0qw

https://www.youtube.com/watch?v=nVipfjDk6A8

 

With a little help from our friends…

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Teaching can be a lonely profession. Trying to keep up with new trends in education, policy, and curriculum changes can be overwhelming. Communicating with and getting support from colleagues helps make some of these challenges more manageable. In my current position, I share responsibility for the library with someone else, who has run the space for the past decade. Over the years, a certain culture has been established in the school around the use of the library — some teachers use it all the time, others never darken our door. My challenge is to try and bring some of these teachers in to use our resources. Only then, I think, can I actually be effective in promoting, encouraging, and supporting the use of new technologies in our school.

Our professional collection is rarely used. I would suggest creating a site (like Delicious) for staff to access and share resources and information.

Other posters have mentioned relationship building as key to this process and I would strongly agree. Online communities have a lot to offer, as do Twitter feeds and tools like Classroom 2.0, but in my opinion, face to face interactions have more impact and help many people feel better prepared to tackle a new method of teaching and learning. An article by Amy Hutchison titled “Literacy teachers’ perceptions of professional development that increases integration of technology into literacy instruction” (2012), cites survey results that suggests having support available through mentoring and follow-up post-PD instruction, both help teachers integrate technology into the curriculum more successfully. At my current school, I know this is a common sentiment. Perhaps this is something I can be more involved with in the future, by gaining as much “expertise” as I can with Web 2.0 tools.

Along the line of PD, I am organizing my first lunch-hour tech drop-in session. My library recently acquired 10 iPads so I am having the district’s technology-assisted learning (TAL) consultant come to do some Q&A with students (and staff) about how to better utilize this technology for school purposes. Depending upon the response, I may look at making it a more regular occurrence, covering different tech issues. Tapping into the experts who are available within our school community is a great place to begin. This could potentially lead to offering sessions to parents on the types of technology and Web 2.0 tools being used in our school.

PLCs could also be used for continuing education for teachers in technology related issues. In September, I’d like to suggest a PLC focused on a few Web 2.0 tools (depending on the group’s interest), and spend the sessions learning and sharing our experiences trying to integrate them into the curriculum.

Finally I think I could use my role to advocate for teachers with regard to technology use in the classrooms. We are getting a new “21st century” school (2016) and are slowly transitioning some aspects of the library. While it is great we have begun the process, it hasn’t been smooth so far. I am attempting to bring forward some issues, with the support of my admin. I’m seeing first hand how slowly the wheels turn 🙂

Another visual representation of how we can support and collaborate with our staff. Note how important the human element is at all stages.

The Collaboration Continuum

Creative Commons licensed image courtesy superkimbo

 

Hutchinson, Amy. “Literacy Teachers’ Perceptions of Professional Development that Increases Integration of Technology into Literacy Instruction.” Technology, pedagogy, and education. 21(1). 2012. P. 37-56. DOI: 10.1080/1475939X.2012.659894