Tag Archives: technology

March 1, 2015 · 10:25 pm

Module 9

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!

Technology is a Tool

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.

Leave a Comment

Filed under Uncategorized

Tagged as , ,

November 26, 2014 · 3:14 pm

Final Thoughts Module 13

Essential Question Revisited

How do I create a learning environment, including resources, technology, and curricular support, that meets the needs of my school’s diverse student population?

 

Throughout the course, I attempted to approach the learning curation with the above question in mind. My school’s population is very diverse and it can be challenging working within a budget and a bureaucracy to provide a wide array of resources to meet all the needs. Working through the modules though, I was encouraged by many ideas presented.

Module 3 reminded me that my first priority is to ensure that every student has access to a choice of books at the proper reading level, covering a broad range of subjects. Choice is the key to encouraging student engagement with books. Module 4 looked at multi-modal literature, both digital and traditional. Digital texts and e-readers are somewhat new to me, since it is not a medium I generally gravitate toward. It makes so much sense, though, to make these types of texts readily available in a school such as mine because of the broad range of academic and interest levels. The accompanying assistive technologies, which are sometimes built in, also offer great supports to struggling readers.

Module 8 reminded me that I can offer help in using the Web 2.0 tools, to give students alternate methods of demonstrating their learning. Going beyond just manipulating information, in the future students will create more content to be shared with their peers. Module 9 suggests this collaborative space will be centered in our learning commons and this is a vision I have for our new school. I hope to help construct a space conducive to collaboration and creativity, where students can use technology to enhance their learning experience.

I had not thought about social justice within the library per se until I read Module 11. Logically though, in terms of information and expression, that the library/learning commons should champion the effort to ensure everyone within our school community has a voice. Older texts with subject matter or language which may offend today should be acknowledged as a starting point for a discussion on wider social issues, not necessarily hidden away banned. There are some texts in my library that may fall under this umbrella, but working through the module and discussion has helped me feel more confident in defending them as part of the school’s collection.

Finally, Module 12 came at a good time professionally for me, as I am in the midst of convincing government officials how our new library/learning commons should be furnished and set-up. I have not had to advocate for much in the past so I am now in a crash course!

One thing I will take away from the process of working through this learning curation is that we need to be satisfied that we are making our best efforts. If we as teacher-librarians continue to speak up for our students and support our staff’s efforts to integrate technology and differentiate their lessons, we are making a difference. I will continue to search out suitable materials that support our curriculum and peak student (and staff) interest. I will continue to promote myself as a collaborator/resource-locator/technology expert (in training) within my school and encourage my co-workers to experiment with some of the amazing tools and strategies we have discussed in the course.

The largest resource collection or flashiest learning commons does not necessarily make the most in-roads educationally with students. That depends upon building a strong school community, forged through relationships and authentic learning experiences.

Leave a Comment

Filed under Uncategorized

Tagged as , , , ,

November 23, 2014 · 1:56 pm

Module 12

Module 12

Thinking about the modules, there are themes that have re-appeared in different cloaks through the course. The role of the teacher-librarian, especially with regard to technology, has stood out for me. I organized some ideas under three big headings, multi-modal texts, critical literacies, and TLs as educational leaders. I feel that all of these are fundamental parts of a teacher-librarian’s responsibilities within a school, each leading to another aspect of the job. I created a mind-map to lay out the connections.

Module-12_3skhuyig

Key Advocacy Issues

Advocacy is somewhat new for me. I work in a well-funded system with support from a library clerk and a departmental section dedicated to school libraries. As we get ready to move to our new space, I have had to become more vocal about design and resource issues, so those are my key advocacy points.

1. Within the new library, I must ensure our voices are heard with regard to creating a functional space. Furnishings and technology need to meet the needs of our students.

2. The library must also keep a variety of resource mediums. We need some physical resources as digital does not always work for everyone. We want to keep encouraging literacy, not intimidating or excluding students because they are not accustomed to or interested in e-books or online resources.

3. Within my school, I need to promote myself more as a co-teacher, collaborator, resource, and Web 2.0 support person. In the past this has not happened a lot so I need to shift the thinking of my staff to encourage them to want to work with me in the redesigned space, trying out new technologies or methodologies.

4. A wider issue in my area which has not yet affected me, is that of inconsistent teacher-librarian time within elementary schools. Many have part-time staff who have other teaching assignments and not enough time to effectively manage the space. Many tasks are left to the clerks and there is virtually no chance for collaboration. As a collective, TLs are speaking out and pursuing this with our union and departmental officials in the hopes of starting a dialogue.

Leave a Comment

Filed under Uncategorized

Tagged as , ,

November 4, 2014 · 3:23 pm

Modules 8 & 9

MODULE 8: Web 2.0 Tools

There are a vast number of Web 2.0 tools out there for us to use in schools with our students. Some are better than others and wading through them can be very daunting. Luckily there are great people out there who spend time vetting them and saving us the headaches of comparing tools. I feel like I have finally mastered PowerPoint, but alas it will probably soon go the way of the dinosaur. Below are four tools I have found simple to use and would feel comfortable using with students.

Besides being a teacher-librarian, I also teach senior social studies. I envision these tools being useful for research projects, essays, or presentations at the senior level. As we are implementing a learning commons, I am working to have teachers come into the library for collaboration on student projects, using the technology and support we can provide.

Delicious

This is a useful tool for organizing book marks and could be used in the research process to initially gather information. Teachers could set up class accounts or individual ones and then have the ability to check sources. I previously created an account full of Web 2.0 tools and resources on learning commons so I have added some links to new tools I am trying and articles that we have looked at in class.

Visit my site here.

NoodleTools

Once the sources have been found, it is time to start the research in earnest. We have all faced the problem of trying to ensure students understand the importance of citing their sources properly and providing a complete bibliography. My district now subscribes to NoodleTools, which is an all-in-one citation-generating, note-taking, essay-organizing, and project-sharing tool. Teachers and students can access each others works in progress and provide comments. The note-taking page has a place for the quotation and a box for paraphrasing the information, along with the source’s bibliographic information. The program also connects to Google Docs for word processing and document sharing. (Unfortunately my district does not let us access Google Docs, but the organizing features of this program certainly make it worthwhile. They are supposedly “discussing” access, fingers crossed they get moving on it.)

The screen-shots below are not great but click on them for a larger image.

Noodletools project page

Noodletools project page

 

Noodle note card

Noodle note card

 

Padlet

I created my first Padlet for the previous learning curation entry. It was probably obvious from the way it looked. This second (improved I believe) page shows how research information could also be organized using this tool. Perhaps if the outcome is not a formal paper, compiling succinct ideas and analysis on a Padlet page could be a form of assignment differentiation for some students.

Sample Padlet page

 

Weebly

There are many programs which make it easy to publish your own website. Weebly is one I have used in the past and I find it generally simple to use. Student work can be published anonymously on a class web page. The only issue one may run into is with regard to website hosting. Currently in my district, all school-related sites must be hosted on the Yesnet server locally. It limits our (legal) options but I am hoping that our choices will open up soon.

My sample site can be seen here.

Screen shot Weebly sample

Screen shot Weebly sample

 

These are but a few examples of Web 2.0 tools that could be used with your students. It may seem overwhelming  with so many available, but take time to read the reviews and speak to your colleagues and you are sure to find something easy to use that supports curricular outcomes and allows your students to have some fun with their projects and presentations.

 

MODULE 9: Supporting Learners as Enquirers and Designers

A learning commons offers a school a place for any number of activities, from creative collaboration to quiet study to socializing to technology-based learning. Actually implementing a program takes a lot of time and effort (and money!) but we can make changes slowly and ease students and staff into the idea, as it requires not only physical changes but also changes of attitude. The quiet library of old will become a dynamic learning center with multiple uses and opportunities for different styles of learning.

Reading Loertsher’s article “Makers, self-directed learners, and the library learning commons”, reminds us that in this time of increasing standardized testing and performance-based funding, there is still a space within the school where young minds do not have to be limited or restricted to learning what’s on the test. I like the uTEC model that the author discusses; it is a simple framework for something that has the potential to have a huge ripple effect. Encouraging curiosity encourages thinking which encourages ideas. Supporting a child’s ideas and giving her the opportunity to explore them engages her with learning. In my view, the foundation of uTEC comes down once again to building relationships. Students have a place where they feel safe and confident to explore and experiment with their ideas and have adults who encourage and guide the process in a constructive manner. All of the activities around this process inspired me to create a word cloud, which you can see here on Wordle (unfortunately I could not export this to the blog).

Vangelova’s article “What does the next-generation library look like?” reinforces the need for a change in culture to fully embrace the potential of the learning commons model. The description of the renovation the Monticello library undertook is awesome! Books were weeded, seating was re-arranged, new spaces were created, old technology was re-purposed, and new technology was added. Beyond the physical, the culture of the library/learning commons had to change. I imagine that the transition period was difficult. I wonder about the need for students to show independent motivation and academic commitment and how that process of change might look in my school. I work in a high school and we have a flexible schedule (teachers book time and students are welcome to spend prep periods or work in the library during class with teacher permission) and do have many regular users. I would say most of the regulars are generally using the space responsibly so perhaps there actually isn’t a big leap to make with regard to an LC-style. Our library is a busy place both during and outside of class, sometimes too busy! In our new building, I would love to be able to have enough space to offer both quiet and collaborative zones but it doesn’t seem like it will work realistically – the space is too small. Students seem ready for a more active environment, though some of my co-workers certainly are not, seeing the library as a quiet study environment all the time. That is not how I see a learning commons functioning. Going back to Loertscher’s article, I want to hear the sounds of creativity and innovation, and in my view, these don’t occur in whispers.

In the new learning commons, I will strive for the ideal, spaces for collaboration, quiet reading, using technology, and socializing. We have a great opportunity to start with a fresh slate, some new furniture, and hopefully some new technologies. I asked for a 3D printer and received a smile as acknowledgement so perhaps that is ambitious at the moment.  We have started looking at furniture for a reading nook, cafe-style tables and chairs, movable tables, and individual workstations. In the spring, I created a presentation (for a course) which has subsequently been shared with the planning committee for the new school.

21st Century Learning

(This has an audio commentary which unfortunately did not transfer to Slide Share. If interested, I can provide it.)

Another big component of a successful learning commons, in my view, is that of collaboration between staff members. This should be a teaching and learning space, where heads come together to explore ideas. That means teachers as well as students. I am working to promote myself as a collaborator/co-planner/co-teacher so I hope to get more staff involved in activities in the LC, beyond coming down for the computer lab or book exchanges. I would like to provide more services around digital and media literacy exercises and act as a support for my co-workers who want to branch out into more Web 2.0 applications. I would also like to see more guests in the library who can share skills (artists, writers, computer programmers, engineers…). I envision this as a place of knowledge exchange in the heart of the school.

 

Loertscher, D.V. (2014). Makers, self-directed learners, and the library learning commons. Teacher Librarian, 41(5), 35-38, 71. Retrieved from http://search.proquest.com.ezproxy.library.ubc.ca/docview/1548229909

Vangelova, Luba (2014, June 18). What does the next-generation school library look like? Retrieved from http://blogs.kqed.org/mindshift/2014/06/what-does-the-next-generation-school-library-look-like/

 

Leave a Comment

Filed under Uncategorized

Tagged as , , , , , , ,

October 12, 2014 · 11:33 am

Module 7: Teacher-Librarians as Educational Leaders

Being an educational leader requires first and foremost that a teacher-librarian build positive relationships with students, staff and administration. By creating a welcoming, inclusive environment that is well-equipped and staffed by knowledgeable professionals, people will be drawn to the space and will want to be an active part of it. In this era of cuts, TLs need to sell their skill sets as teachers, technology support, and “idea people”. They can develop non-traditional lessons or projects that a classroom teacher may not have time to organize given all the other demands on his/her time. They can seek out new, innovative resources and tools and vet them, then teach others how to use them effectively. Teacher-librarians need to promote the idea of multiple literacies and support teachers by modelling good digital citizenship.

 

Super Daring Librarian Comic

(Creative Commons licensed image courtesy Gywneth Anne Bronwynne Jones)

 

Teacher-librarians need to involve themselves in school-wide issues, not hide in the library. They need to join committees and be part of discussions that impact everything from school culture to curriculum.

Teacher-librarians are teachers and can offer support in a variety of ways. The onus is on us to network with staff and advocate for a strong library/media center/learning commons program. The research has been done showing how a strong library supports student achievement. Sometimes people just need to be reminded of it.

As Valerie Diggs says, “[m]ake the life of a classroom teacher easier” (Diggs, 56).

 

I made my first attempt at using Padlet to organize my notes from the readings. You can check it out here. This presentation is pretty basic but I see the potential for its use with students. I will be exploring it further.

 

This short video is a great response to any teacher who asks “What can a teacher-librarian do for me?” Many of the points brought up in this week’s reading are reinforced in this piece.

 

References

Canter, L., Voytecki, K., Zambone, A., & Jones, J. (2011). School Librarians: The Forgotten Partners. Teaching Exceptional Children, 43(3), 14-20.

Cooper, O.P. and Bray, M. (2011). School Library Media Specialist-Teacher Collaboration: Characteristics, Challenges, Opportunities. TechTrends, 55(4), 48-55.

Diggs, V. (2011). Teacher librarians are education: Thoughts from Valerie Diggs. Teacher Librarian, 38(5), 56-58. Retrieved from http://search.proquest.com.ezproxy.library.ubc.ca/docview/875201232?accountid=14656

Leave a Comment

Filed under Uncategorized

Tagged as , , ,