Loertscher’s and Koechlin’s 2012 article “Dear Teachers: The Learning Commons and the Future of Learning, Response to a Canadian Study” was written to comment on the results of a study done by the Media Awareness Network in which classroom teachers discussed the use of technology by students, its benefits and its challenges. From the perspective of the teacher-librarian and the learning commons, the authors address the key findings regarding students’ limited proficiency in using technology and provides suggestions on using it to support learning effectively.
A number of points stood out for me as I reviewed this article. Firstly, the authors put a strong emphasis on the need for collaboration between the teacher-librarian and the classroom teacher in addressing virtually all the challenges raised in the report. The TL is presented as a resource person, support teacher, and planning partner available to assist in technology integration. In terms of advocacy, I think this is a great angle to work to convince staff and administrators of the vital role the TL and, by extension, the learning commons play in the school.
Secondly, I thought the discussion on the filtering of information was interesting. The study states that “restrictive policies designed to protect students from online content take away the very opportunities they need to acquire these skills (Loertscher and Koechlin, 52). The tone of the study’s point suggests this is an issue of teachers’ professional judgements not being trusted. I did not feel the authors actually addressed this idea, saying that trained technology directors know how to find the balance. I would argue that some filtering is necessary. My school has an “open” system, with fewer restrictions on accessible websites than others in our district, and is also adopting a BYOD policy. As far as developing digital citizenship skills, the filtered Internet still provides many opportunities for students to make judgements and responsible choices on what to view and utilize. Many things slip through the “net”…
Finally, related to the previous point, the authors emphasize the idea of needing students to connect with others online by collaborating and contributing to discussions. This is a challenge in my district because of very restrictive policies on privacy and protecting student information. At the moment, the Google Drive suite is not supported because the department is still “discussing” whether or not students’ privacy could potentially be violated through its use. A tool like Google Docs allows for collaboration while giving students experience with a web tool. Many students already use it and it is frustrating for them when they cannot, for example, edit their own document from their account on a school computer. Sometimes it feels like the fear of liability from those on top paralyzes progress in our schools.
Readers are reminded that our end game is promoting strong digital citizenry not focusing on technical proficiency. Loertscher and Koechlin again take the opportunity to emphasize the role of the learning commons in this process. “It is a community, yet it is also a place of personal growth and development. It is all about me, and we, and winning at learning” (54).
This is one of my favourite graphics, discovered during another TL course. I’d love to see this hanging in my learning commons…and staffroom!
Creative Commons licensed image courtesy Bill Ferriter
Work Cited
Loertscher, David V. and Carol Koechlin. “Dear Teachers: The Learning Commons and the Future of Learning, Response to a Canadian Study.” Teacher Librarian 39.4 (2012). 51-54. Web.
