Using AI in School: Final Post

Using AI in School:

Final Post

The use of Artificial Intelligence (AI) in school is an increasingly relevant topic for discussion as AI tools become increasingly sophisticated and their use increases. ChatGPT completely changed how AI intersected with education, since it allowed many of the assignments formerly given to students to be completed with a simple prompt. Schools have struggled with how to integrate the new reality of AI while still being centres that promote innovation. This issue will be examined through the linked podcast.

Learning About Libraries Podcast

To examine this issue, I’ve created a podcast titled Learning about Libraries, with a three episode series on the use of AI in the classroom. This podcast will provide listeners with a general background about the topic, explain how AI use can be problematic, and suggest areas where AI can aid in student learning. The podcast format was chosen because the narrative discussion of the topic leant itself to an audio format.

The intended audience for this podcast is other educators, especially those involved in informational literacy like teacher-librarians. This podcast intends to examine the issues involved in AI use in the classroom so that teachers can decide if and how they intend to incorporate it. So far, agencies like the BC Ministry of Education have only released very general statements about the use of AI, saying “choices about the use of AI in the classroom are ultimately made by teachers” (Ministry of Education and Child Care, 2024) without offering more details about the considerations in its use.

The podcast is being hosted on Podbean. Podbean is a free podcast hosting service, and the Learning About Libraries podcast will be available to its user base. It is also possible to send links to this blog and to the podcast episodes to interested users. The free plan allows five hours of hosted content, with unlimited storage space available with a monthly fee. Listeners can leave feedback by commenting on podcast episodes or on this linked blog. Podbean was chosen because it was recommended as the best option in 2024 for “people looking for an all-round podcast service” (Best Podcast Hosting Platforms: 2024 Guide, n.d.).

Podbean

Introduction to AI

This is the first episode in the series, and it serves to provide an introduction to myself, the podcast, and the topic. This includes a brief history about AI, some important definitions, and emerging issues.

Podcast 1: Introduction to AI

Issues with Generative AI Use by Students

This second episode is about how generative AI is frequently being used by students. It explains some issues with generative AI in general, as well as some specific concerns with its use in schools. State of the art and practice in AI in education is used to talk about how AI is used in education, as well as how AI is trained and works (Holmes & Tuomi, 2024). Rising to Meet the Challenge of Generative AI is referenced when discussing the general issues with AI use in education (Scott, 2024).

The sample ChatGPT prompt and response used in Episode 2. A link to the full text is available here.

Podcast 2: Issues with Generative AI Use by Students

Using AI to Further Educational Goals

The third, and last, episode in the series explores how AI can be used to further educational goals. It builds on the second episode, and while examining the issues with its use, examines how AI can be used to increase learning in the classroom.

Podcast 3: Using AI to Further Educational Goals

Reflection

The topic of technology, and generative Artificial Intelligence specifically, is especially pertinent to my practice. The use of AI is currently being discussed in my district, but there has been no strong direction about how it is to be integrated in the curriculum. This course has really developed my knowledge regarding the use of AI, more clearly indicating appropriate uses in secondary education. I also learnt more about the use of technology in other areas. I especially appreciated the module on developing a reading culture. The explorative nature of this course was also interesting. Following other students on their own investigative journeys was compelling. I think my key takeaway from this course is that there is too much expertise related to education for any one person to accommodate. There is a lot knowledge throughout any school community, and the learning of our students can be best supported by tapping into that.

The process to complete my final project went fairly well. The initial project helped begin the work on the final project. It meant that planning and research began at the very start of the course, meaning that the final artifact wasn’t rushed. My work on the final project began with that initial ideation. Throughout this course I kept accumulating and analysing references related to the use of AI, which I then compiled my thoughts on the subject.

Once my thoughts on the subject were developed, I decided on the format of the digital artifact. I chose the podcast form as it well suited to discussion and because I was familiar with audio editing software from my experience volunteering at CIVL Radio (the campus and community radio station I DJed at while completing my undergraduate degree). What issues I had creating my final project were related to the equipment I was working with.

Works Cited

Best Podcast Hosting Platforms: 2024 Guide. (n.d.). https://riverside.fm/blog/best-podcast-hosting

Fearn, N. (2024, May 29). Educators warn AI must be a teaching — not a cheating — aid. Financial Times. https://www.ft.com/content/26ff910a-d19e-444b-9e4c-f06e6d546db3

Government of British Columbia. (n.d.). Social Studies | Building Student Success – B.C. Curriculum. https://curriculum.gov.bc.ca/curriculum/social-studies

Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education, 57, 542–570. https://doi.org/10.1111/ejed.12533

Hutchison, L. (2021, April 21). Our story. Lheidli T’enneh | First Nation | Prince George, BC. https://www.lheidli.ca/about/our-story/

Kirkland, A. (2017). Models for Technology Integration in the Learning Commons. Canadian School Libraries Journal. https://journal.canadianschoollibraries.ca/models-for-technology-integration-in-the-learning-commons/

Ministry of Education and Child Care. (2024, May 31). Digital literacy and the use of AI in education: Supports for British Columbia Schools – Province of British Columbia. https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/program-management/ai-in-education

OpenAI. (2024). ChatGPT (Apr 29 version) [GPT 3.5]. https://chat.openai.com

Scott, I. (2024). Rising to meet the challenge of Generative AI. Journal of Legal Studies Education, 41(1), 29–37. https://doi.org/10.1111/jlse.12141

UBC Library (n.d.). Research guides: Generative AI and ChatGPT: How to cite. https://guides.library.ubc.ca/GenAI/cite

Wikipedia contributors. (2024, June 10). ChatGPT. Wikipedia. https://en.wikipedia.org/wiki/ChatGPT

Yankell, J. . (2022, December 16). Using Draftback to Detect Copy Paste from AI [Video]. YouTube. https://www.youtube.com/watch?v=rRFmGI3bYWs

Connecting Students and Technology: Inquiry Blog 4

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Connecting Students and Technology:

Inquiry Blog 4

The Digital Divide

The digital divide is a societal variance in access to information; the separation of the digital haves from the have nots. In our technologically advancing society, access to information requires access to the internet, which necessitates an internet connection as well as a device to connect with. This division occurs internationally, between rich and poor nations, but also internally within nations. This internal division correlates with income, class and race, with students from lower income households having much less access to digital tools and services than students coming from wealthier households. In the United States for instance, “only 57% of households with incomes less than $30,000 per year have home broadband access, compared to 92% of households with incomes greater than $75,000 per year” (PressReader, 2023). The book Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide by Pippa Norris is considered the seminal work on this topic (Grimes & Porter, 2024). This disparity is problematic, since these inequalities can hamper the technological and information literacies of affected students.

Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide by Pippa Norris.

Closing the Gap

Libraries are a key element in cheating societal equity and can be vital in closing the gap between the haves and have nots in the digital divide. They can provide technological infrastructure, devices, access to the internet, and instruction related to informational literacy.

Accordion to Reducing the Digital Divide, there are general actions which can increase digital inclusion, including providing (Singh, 2021):

Awareness and Promotion – it is essential that we ensure excluded individuals and groups are aware of the opportunities that ICT [Information and Communications Technology] can provide,
Access – all people, but particularly disadvantaged individuals and communities, must have access to ICT at the time, place, method and price appropriate to their needs and lifestyles,
Support – providing reliable, accessible and cost-effective sources of advice and support is crucial,
Skills – we need to provide the basic computer and technological skills that will instill individuals with the confidence to use ICT,
Content – we must ensure that disadvantaged individuals and communities are provided with, or develop themselves, online content and services that they value and wish to use,
Community Involvement – we need to make sure that the initiatives are sustainable at a local level, and that local communities have a sense of ownership

Specific Initiatives

There are very specific things that schools can do to close the digital divide. The first thing that libraries can do is provide technology that students lack at home. This can include computers, and tablets, but also specialty devices like drawing tablets and VR headsets. Libraries also need to provide access to the internet. This usually includes local wifi access points, but can also mean providing access through other means. For instance, in the late 90s, Chilliwack Senior Secondary School purchased access to a T1 connection, and then provided internet access to students below the market rate. Currently, EBUS Academy, an online school in BC, provides funds for students who lack internet access. Libraries should also provide training in technology and information literacies.

Libraries have limited budgets, and so partnerships can be vital to ensure they have the resources to provide infrastructure and technology to close the digital divide. These partnerships can include associations with various levels of government, community organisations, or private businesses.

Young Canada Works

Young Canada Works (YCW) is a federal program that subsidises the hiring of employees. This funding is available for Canadian archival institutions and libraries for the hiring of students for short term jobs and internships for graduates (Librarianship.ca, n.d.). Money from this program could be used to hire workers to provide instruction in technology.

https://librarianship.ca/news/ycw-2024-2025-campaign/

DigitalLead

DigitalLead is a partnership between Microsoft and the Public Library Association (PLA). It seeks to improve access to digital resources and training in rural communities. It aims to “establish mobile hotspot lending programs and to initiate or expand digital skills training programs and patron access to computers (ALA, n.d.).

https://www.ala.org/pla/initiatives/digitallead

Works Cited

ALA. (n.d.). DigitalLead: Rural Libraries Creating New Possibilities. American Library Association. https://www.ala.org/pla/initiatives/digitallead

Grimes, N. D., & Porter, W. (2023). Closing the Digital Divide Through Digital Equity: The Role of Libraries and Librarians. Public Library Quarterly, 43(3), 307–338. https://doi.org/10.1080/01616846.2023.2251348

Librarianship.ca. (n.d.). Young Canada Works (YCW) 2024-2025 Campaign Launched. Librarianship.ca. https://librarianship.ca/news/ycw-2024-2025-campaign/

PressReader (2023, August 9). How public libraries are helping bridge the digital divide. Blog. https://blog.pressreader.com/libraries-institutions/how-public-libraries-are-helping-bridge-the-digital-divide

Singh, D. (2021). Reducing the Digital Divide: The Role of School Libraries. 2021 IASL Annual Conference Proceedings. https://journals.library.ualberta.ca/slw/index.php/iasl/article/view/7561

Lessons in Collaboration: Inquiry Blog 3

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Lessons in Collaboration:

Inquiry Blog 3

In their roles as managers of resources, leaders in technology, and coordinators for the school community, teacher-librarians are uniquely situated to develop the abilities and skills of members of the school community. Collaboration involves direct co-operation with a teacher, but much of the work for the teacher-librarian can also occur before or after the teacher-librarian communicates with a classroom teacher. Strategies for collaborating can be split into three main timeframes; these being Collaborating in Preparation, Collaboration in Action, and Collaboration in Reflection (Surrey Chapter of the BCTLA and the Surrey Teachers’ Association, n.d.). There are several strategies and tools that TLs can use to ensure that work with teachers proceeds smoothly.

What Can Collaboration with a Teacher-Librarian Look Like (Surrey Chapter of the BCTLA and the Surrey Teachers’ Association, n.d.).

Collaboration

Collaboration in Preparation involves the preparation and management of tools and resources so that they are ready for integration into a classroom teacher’s practice. This includes acquiring resources, gathering resources, making resource lists/special collections, evaluating and curating websites and apps, managing devices, and co-planning lessons, units, and inquiries (Surrey Chapter of the BCTLA and the Surrey Teachers’ Association, n.d.).

Collaboration in Action requires working with a classroom teacher to provide instruction to teachers. This includes topics like information and media literacy, book talks, makerspace activities, literature circles, award book programs, and inquiry (Surrey Chapter of the BCTLA and the Surrey Teachers’ Association, n.d.). The format for delivery can vary between providing a venue, co-teaching, or direct instruction.

Collaboration in Reflection means the work that takes place after collaboration which is used to either further learning or identify how collaboration can be improved in the future. This includes networking, monitoring, debriefing, and assessment (Surrey Chapter of the BCTLA and the Surrey Teachers’ Association, n.d.).

Issues and Solutions

Collaboration can be difficult, with both external and internal constraints that affect successful cooperation between TLs and classroom teachers. Kammer, King, Donahay, and Koeberl note that there are several constraints, especially in time and environment, which are outside of the control of either the TL or classroom teacher (2021). For successful collaboration they suggest that TLs need to communicate their services, believe in their abilities, and ensure that they have a shared vision with the classroom teachers. They also state that administrator support is vital and there is often more room for collaboration with special projects and new programs (Kammer et al., 2021).

In A Theoretical Understanding of Teacher and Librarian Collaboration, Patricia Montiel-Overall defines a theory of teacher and librarian collaboration (TLC) that seeks to maximise student learning (2005). This theory attempts to aid in collaboration even when the TL and classroom teacher have differing world views. This theory is split into four models, Model A: Coordination, Model B: Cooperation, Model C: Integrated Instruction, and Model D: Integrated Curriculum based on the levels of involvement between TLs and teachers (Montiel-Overall, 2005).

In 10 Tips for Increasing Teacher and Librarian Collaboration in Schools, Ross offers 10 tips to assist in TLC. These tips are (Ross, 2022):

Do your homework
Read the latest research
Look to your fellow librarians for guidance
Be proactive
Market your skills
Lead professional development for teachers
Be flexible
Start small
Articulate clear goals
Measure your success.

Teacher-librarians need to be proactive in order to ensure collaboration with teachers. These models and tips should all assist TLs with coordinating learning among the school community. We have to keep in mind, however, that there are factors outside of our control and some constraints might mean that some projects aren’t possible. We also have to remember that partnerships involve more than one participant, and collaboration can’t be forced.

Works Cited

Kammer, J, King, M, Donahay, A, and Koeberl, H (2021). Strategies for Successful School Librarian and Teacher Collaboration. School Library Research, v24. https://eric.ed.gov/?id=EJ1292862

Montiel-Overall, P. (2007). A Theoretical Understanding of Teacher and Librarian Collaboration (TLC). School Libraries Worldwide, 11(2), 24–48. https://doi.org/10.29173/slw6962

Ross, T. (2022). 10 Tips for Increasing Teacher and Librarian Collaboration in Schools. EBSCOPost. https://www.ebsco.com/blogs/ebscopost/2080337/10-tips-increasing-teacher-and-librarian-collaboration-schools

Surrey Chapter of the BCTLA and the Surrey Teachers’ Association. (n.d.). What Can Collaboration with a Teacher-Librarian Look Like?. BCTLA. https://bctla.ca/wp-content/uploads/2019/02/teacher-librarian-infographic-final.pdf

Growing as a Professional: Inquiry Blog 2

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Growing as a Professional:

Inquiry Blog 2

Teacher-librarians are expected to collaborate with teachers of various subjects in the school community and to be proficient in skills across the curriculum. They are also expected to maintain expertise, not only in information literacies, but also in related technologies. It is therefore vital that teacher-librarians commit to being lifelong learners and sustain professional growth. Luckily, there are plenty of resources available to assist in that.

RolesGraphic3 The roles of teacher-librarians (American Library Association, n.d.)

Professional Resources

Post Secondary Institutions

The most significant avenue for professional development is programs and courses taken at post secondary institutions. I’m currently enrolled in UBC’s Diploma in Teacher-Librarianship because I needed more expertise in administering a School Library Learning Commons. University programs and courses are some of the most comprehensive and relevant options for professional growth. UBC, UofA, and Queens are all notable for offering programs and courses relevant for teacher-librarians, including Masters, Diploma and Certificate Programs.

Post secondary institutions are also educational leaders, and often ahead of secondary schools when it comes to emerging issues. When it comes to topics, such as the use of generative Artificial Intelligence, post secondary institutions are already creating resources to address how they’re used. For instance, here is Kwantlen Polytechnic University’s guide to APA citation for the use of generative AI LibGuide.

District Learning Commons

As a new teacher-librarian, I’m still learning tasks and processes related to operating a SLLC. Our district has a District Learning Commons, and they provide a lot of support and expertise. They have produced numerous Library Guides related to my professional practice, covering topics such as best practices, weeding, and inventory to name a few. (SD 57 DLC, n.d.). It also houses our district teacher-librarian and two senior library technicians, who are available to answer questions and provide assistance. They also provide professional development to assist in the development of specific tasks.

School District 57’s LibGuide page (SD 57 DLC, n.d.).

Microsoft 365

There are numerous ways to network with other professionals online. Our district mainly uses the Microsoft 365 suite of tools, especially Outlook and Teams. In Outlook, there is a private group of teacher-librarians, and emails can be sent to all members in the group. This is most often used when new resources are available in the district, or when a teacher-librarian is asking for assistance with a very specific issue. In Teams, there are larger discussions regarding ongoing topics in SLLC, for instance on the benefits and disadvantages in genrising the collection.

IRL

Online interactions still remain different from those in the physical world, and meeting in real life is important to grow as professionals. Collaboration is important within school communities. In Collaboration Works – When It Happens!, the authors note that when collaboration occurs between teacher-librarians and classroom teachers, students are more likely to master standards and improve assessment scores (Lance, Rodney & Schwartz, 2010). As already mentioned, our DLC sponsors library professional development sessions, which not only help develop those discrete skills but also offer the opportunity to network with peers in other SLLCs. Finally, there are also professional associations. Locally, there is the Prince George District Teacher Librarians Association (PGDTLA). This organisation meets approximately once a month, usually at different locations (most recently at the University of Northern British Columbia University Library and the Nechako branch of the Prince George Public Library. This offers the opportunity to examine other spaces as well as to network with other librarians.

Specific Tools

There are an enormous number of digital tools that support the professional growth of teacher-librarians. This post will only cover those related to SLLC Makerspaces.

Online Courses

FutureLearn

Future Learn offers online courses for educational and business environments. It is a platform of massive open online courses and offers microcredentials in a variety of areas. They offer a three week program titled Build a Makerspace for Young People. This course offers to teach “how to create and run a makerspace for young people” and to “look at the pedagogy and approaches behind digital making” (FutureLearn, n.d.).

Webinars

Making the Most out of MakerSpaces WEBINAR

This Webinar is hosted by EBSCOhost. It starts by defining and explaining Makerspaces, before continuing on to explain the rationale for their creation, and listing various projects that are possible. It discusses how to create a Makerspace from the ground up in a fair amount of detail (EBSCO Information Services, 2026).

Tutorials

Adam Savage’s Tested

This Youtube channel is hosted by Adam Savage, a former Hollywood special effects artist and host of Mythbusters. Its content is fairly broad, with videos on how to build specific items, while others cover specific technologies, techniques, and materials. There are also videos covering movie props and convention visits.

Flitetest

Flitetest is a channel dedicated to the Remote Control (R/C) Hobby. They are notable for introducing the use of simple and low cost materials, such as foam board, in an effort to introduce more people into the hobby. The channel hosts a variety of videos, including ones on R/C basics, build videos, product reviews, and crazy projects.

Bill Making Stuff

Bill Making Stuff is a channel that is based on creating visual art objects, mainly through sculpture and kit bashing. Various pieces, usually in fantasy or science fiction themes, are made from found objects combined with foam, epoxy putty, and other sculptural elements.

Works Cited

American Library Association. (n.d.). Roles and strengths of teaching librarians. Roles and Strengths of Teaching Librarians. https://www.ala.org/acrl/standards/teachinglibrarians

Bill Making Stuff (n.d.). Bill making stuff. Youtube. https://www.youtube.com/@BillMakingStuff

EBSCO Information Services. (2016, May 20). Making the most out of Makerspaces Webinar. YouTube. https://www.youtube.com/watch?v=vR1xCbAnOqM

Flitetest. (n.d.). Flitetest. YouTube. https://www.youtube.com/@FliteTest

FutureLearn. (n.d.). Build a makerspace for young people – online course. https://www.futurelearn.com/courses/build-a-makerspace

KPU Library. (2024). LibGuides: APA Citation: Artificial Intelligence: ChatGPT etc. Kwantlen Polytechnic University. https://libguides.kpu.ca/c.php?g=713337&p=5281556

Lance, K. C., Rodney, M. J., & Schwarz, B. (2010). Collaboration Works-When It Happens!: The Idaho School Library Impact Study. Teacher Librarian, 37, 30-36. https://www.proquest.com/magazines/collaboration-works-when-happens-idaho-school/docview/609464978/se-2

Savage, A. (n.d.). Adam Savage’s Tested. YouTube. https://www.youtube.com/channel/UCiDJtJKMICpb9B1qf7qjEOA

SD 57 DLC. (n.d.). Libguides. LibGuides at School District No. 57 (Prince George). https://sd57.libguides.com/dlc

Fostering Culture: Inquiry Post 1

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Fostering Culture:

Using Technology to Encourage Reading in Schools

Technology has an interesting relationship with reading. In the mid 2010s, at the height of ebook sales, people were forecasting the death of the printed book. Now however, ebook sales have slowed, and surveys of current readers indicate that print reading remains a substantial portion of media consumed. Technology hasn’t displaced traditional media, and its use may instead be complementary. There are several ways in which the use of technology can foster the creation of a reading culture in schools.

One of the most significant ways to foster reading culture is by creating virtual Library Learning Commons. Digital resources have advantages over traditional in that they are accessible when the physical library is closed. They are also more current, more searchable, and usually offer more resources than physical collections. Our students are socialising more online. Daily screen time in youth is rapidly growing, “increased by 17 percent from 2019 to 2021” (Moyer, 2022). During the pandemic, our students largely learned to socialise in virtual spaces such as Instagram, Facebook, Snapchat, Messenger, and online multiplayer games, and those patterns continued even after the pandemic ended. One of the ways that educators can attract the attention of our students is to also exist in those spaces.

A major aspect of community is communication and sharing, and there are several related technologies which could assist with that in the school. Charlie Elizabeth Culverhouse discusses the impact of TikTok on reading in How TikTok’s BookTok craze is ‘making reading cool again.
BookToc is currently having a major impact on reading culture by allowing TikTok users to share reviews, recommended reading lists, releases, and reading content. These videos have “amassed 185 billion views,” (Culverhouse, 2023) significantly influencing readers. Educators can leverage this trend by engaging in this trend directly, connect their LLC to it via social media, and advertising the trends through their physical spaces. There are also more local ways that teacher-librarians can use technology to foster sharing. They can allow students to share what they’re currently reading, or reviews of past books, on the LLC websites and bulletin boards.

Reading culture can also be increased through the use of non-traditional texts in an effort to include a broader range of users. Materials with a greater reliance on visual literacy, like graphic novels and comic books, have increasingly been introduced into LLC, but there is room for more technological alternatives. In Book readers in the digital age, a survey they conducted found that users who read on digital media tend to read a greater variety of genres, and more often, when compared to readers who only read print media (Schwabe et al., 2023). They also found that print and digital texts each suit different genres, types of reading, and reading demographics (Schwabe et al., 2023). Libraries should offer both forms of text in order to cater to the entire school community.

Stephen Noonoo lists ways in which technology can improve reading in 6 Tech Strategies to Create Stronger Readers. One example is the use of ear reading, which can be useful for readers struggling with written text. Students can listen to audio books, either with a service like Sora and a tablet or phone, or with standalone devices like MP3 players and talking books. Ear reading can introduce users to properties, ideas, and communities connected with traditional media, and may also stimulate “the same cognitive parts of the brain” (Noonoo, 2024) as print reading, leading to improvements in reading literacy.

My school district uses several strategies to foster a reading culture. Most high schools have created a virtual space for the school community to interact with. Our school district provides access to a collection of digital resources, like Gale electronic databases, as well as reading apps like Sora which provide both ebook and audiobook access (SD 57 DLC, n.d.). Our school district could improve access to those resources by increasing awareness of available materials among the school community, as well as by providing more devices to access those materials.

Electronic resources available from the district (SD 57 DLC, n.d.).

These virtual spaces can also be a place to connect with the school community by displaying recent acquisitions and current events. For instance, the website for Duchess Park Secondary School displays recent acquisitions, gives news relating to the space, and tells users what the teacher-librarian is reading (n.d). More integration can also be made through the use of social media however. Greater use of Facebook and X could better connect users to the space. Rather than users having to consciously visit the space, social media integration would allow the users to interact with the space in a more often and more organically.

The Duchess Park Secondary School LLC front page (n.d.)

Works Cited

Culverhouse, C. E. (2023, December 6). How Tiktok’s BookTok craze is “making reading cool again.” How TikTok’s BookTok craze is “making reading cool again.” https://www.bigissue.com/culture/books/tiktok-booktok-trend-reading-literature/

Duchess Park Secondary School. (n.d.). Libguides: Welcome to the Duchess Park Library Learning Commons: Front page news. Front Page News – Welcome to the Duchess Park Library Learning Commons – LibGuides at School District No. 57 (Prince George). https://sd57.libguides.com/DPSS

Moyer, M. W. (2022, March 24). Kids as young as 8 are using social media more than ever, study finds. The New York Times. https://www.nytimes.com/2022/03/24/well/family/child-social-media-use.html

Noonoo, S. (2024, February 2). 6 tech strategies to create stronger readers. Edutopia. https://www.edutopia.org/article/6-tech-strategies-to-create-stronger-readers/

Schwabe, A., Kosch, L., Boomgaarden, H. G., & Stocker, G. (2023). Book readers in the digital age: Reading practices and media technologies. Mobile Media & Communication, 11(3), 367-390. https://doi.org/10.1177/20501579221122208

SD 57 DLC. (n.d.). District learning commons e-resources. DLC. https://prin.ent.sirsidynix.net/client/en_US/dlc

Artificial Intelligence in Schools

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Artificial Intelligence in Schools:

Resources for Using Artificial Intelligence in the Classroom

Artificial Intelligence (AI) is increasingly entering our schools. Students are using generative AI, tools where computers create content, to write assignments and create images. Correspondingly, much of the debate so far has been on how AI has been used inappropriately, and how educators can prevent its use and catch plagiarism. AI has the potential to be a valuable learning tool however, as long as it’s integrated appropriately with classroom instruction. In order to best support the learning of our students it is necessary to identify important technologies as they develop, determine how technology can best support our students, and then evaluate how that technology has impacted instruction.

Inclusion of Technology in Schools

I have identified several useful resources for the inclusion of technology in the classroom.

Models for Technology Integration in the Learning Commons

https://journal.canadianschoollibraries.ca/models-for-technology-integration-in-the-learning-commons/

This article discusses why the inclusion of technology in education is so difficult. Even when educators have a strong technical background, including technology can still be hard. Kirkland introduces two models to assist in the integration of technology: the Technological, Pedagogical and Content Knowledge (TPACK) and Substitution, Augmentation, Modification, Redefinition (SAMR) models (2017). The TPACK model provides a basis for the educator’s knowledge required to include a new technology. The SAMR model provides a basis for how applicable the new technology is for learning.

TPACK Model

TPACK model (Kirkland, 2017)

SAMR Model

SAMR Model (Kirkland, 2017)

Artificial Intelligence

Digital literacy and the use of AI in education: supports for British Columbia schools

https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/program-management/ai-in-education

This document discusses considerations when using AI in education. It notes that AI can have a significant effect on student learning, but the choice to use AI should ultimately be up to the teacher and there are serious considerations when it’s used (Ministry of Education and Childcare, 2024). This document also includes material to educate members of the learning community about the use of AI.

APA Citation: Artificial Intelligence: ChatGPT etc.

https://libguides.kpu.ca/c.php?g=713337&p=5281556

This website discusses how to cite content created through Artificial Intelligence programs and tools. The use of examples also creates a backdrop for the use of AI tools in an academic context (KPU Library, 2024).

43 Examples of Artificial Intelligence in Education

https://onlinedegrees.sandiego.edu/artificial-intelligence-education/

This article provides a brief overview of the status of AI in education from 2023. It notes that AI can be valuable, with specific uses in educational personalization, tutoring, grading, feedback to teachers, and feedback to students (Administrator, 2023). There are ethical considerations in the development and use of AI tools however. There is currently no mechanism to “monitor/check/police the outcomes of that specific piece of technology” (Administrator, 2023).

State of the art and practice in AI in education

Of all the resources included in this summary, State of the art and practice in AI in education (Holmes & Tuomi, 2022) is the most comprehensive. This article begins by outlining AI. It begins with the history of AI and how it’s been used in education. It breaks AI down into its two major forms, data-driven and knowledge-based. It discusses the general history of AI, as well its history in education. It finished this outline by listing a taxonomy of Artificial Intelligence in Education (AIED) based on their application.

State of the art and practice in AI in education takes a measured approach to the use of AIED. Holmes and Tuomi note that a lot has been promised with AI, however the vast majority of studies on AI efficacy are performed by the developers of the technology being studied and focus on very narrow cognitive domains without examining larger effects (Holmes & Tuomi, 2022, pg. 560). Studies on AIED rarely recognise social and cultural impacts of this technology’s use in education, including the possibility for colonialism and the commercialisation of education.

Products

Khanmigo

https://www.khanmigo.ai/learners

Khanmigo is an AI tutor for students and a teaching assistant for educators. Khanmigo has tools for lesson planning, levelling, developing learning objectives, and creating multiple choice tests (Khan Academy, n.d.). Use for students in $4 per month, but is free for teachers.

Cognii

https://www.cognii.com/technology

Cognii is a virtual educational assistant. It can be used to autograde papers and provide immediate tutoring feedback to students. Unfortunately there is no demonstration model for educators to try. There is also no clear pricing.

Works Cited

Administrator (2023). 43 Examples of artificial intelligence in education. University of San Diego Online. https://onlinedegrees.sandiego.edu/artificial-intelligence-education/

Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education, 57, 542–570. https://doi.org/10.1111/ejed.12533

Khan Academy (n.d.). Khanmigo: Free, AI-powered teacher assistant by Khan Academy. https://www.khanmigo.ai/teachers

Kirkland, A. (2017). Models for Technology Integration in the Learning Commons. Canadian School Libraries Journal. https://journal.canadianschoollibraries.ca/models-for-technology-integration-in-the-learning-commons/

KPU Library. (2024). LibGuides: APA Citation: Artificial Intelligence: ChatGPT etc. Kwantlen Polytechnic University. https://libguides.kpu.ca/c.php?g=713337&p=5281556

Ministry of Education and Child Care (2024). Digital literacy and the use of AI in education: supports for British Columbia schools – Province of British Columbia. https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/program-management/ai-in-education

Embracing Digital Technologies

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Embracing Digital Technologies:

Exploring New Tools in Education

There are several emerging technologies that impact student learning. The pace of technological change is increasing, and there are several new digital and machine tools that are relevant to schools. It is important to be knowledgeable about these tools so that we can guide student use of these tools and best support learning. I am currently employed within my district’s Learning Commons and provide support for elementary school SLLCs. Next year I hope to become the Teacher Librarian at one of the secondary schools. There are a number of areas that I find particularly exciting, including:

Collaborative Tools

Collaborative tools are software that allows educators and learners to interact digitally. They typically allow users to interact, share resources, and jointly complete projects. They may be more efficient than traditional collaborative processes and also allow remote collaboration.

Virtual Spaces

Virtual Spaces are digital, rather than physical, environments. They allow users to interact remotely, not only with other users, but with a space. The detail of the virtual space varies, and some spaces are exploring the use of Virtual Reality so that interactions in virtual spaces are at parity with physical spaces

Gamification

Gamification is the use of techniques from video games in other areas. Video games use specific methods to keep users engaged, which Adam Fard lists as Objectives, Reward, and Competition AdamFard. These methods can then be applied to learning. For instance, E-Learning products like Duolingo use leaderboards, daily streaks, earnable stickers, challenges, and achievements to engage users and increase learning.

Drones

Drones are vehicles that operate remotely. They can take many different forms and may walk, fly, float or be submersible. They may be remotely operated or they may be autonomous. Drones connect with the curriculum in a number of different ways. There is a specific Remotely Operated Vehicles and Drones course (ROVD 12), but they can also be used to support other curricular areas, such as computer programing, drafting, science, and electronics

Artificial Intelligence

Artificial Intelligence is when digital tools can begin to replicate some of the knowledge and skills used by animals, especially the higher learning domain that were previously solely used by people. Artificial conversational and writing systems, like ChatGBT, aim to create products that are indistinguishable from similar products created by people. The use of AI writing tools is fairly controversial in schools. Much of the focus has been on the issues relating to its use, including the possibility of plagiarism, the sometimes poor quality of the end product, and the lack of foundational skill development. There are also AI writing tools, these fill a number of different roles, including support for specific needs such as checking grammar, structure, and citations. These tools can provide real time support to students for writing, and would be most applicable for English courses, but also in Social Studies and the Sciences.

Makerspaces

Making interests me on both a professional and personal level. I come from an art background, and so I like creating interesting objects for my personal enjoyment. I have been involved in the cosplay community, having created pieces for various costumes. The use of MakerSpaces can be a way to engage students through their own interests. It allows them to explore design and construction techniques through their own areas of interest. For instance, here is a tutorial for a Halloween zombie, which uses several unconventional construction and sculpting methods in the creation of a Halloween decoration. Makerspaces can be used to support a number of different curricular areas. The most obvious areas being in Art and Applied Design, Skills and Technologies, where the Makerspace can support skills learnt in those areas. Makerspaces can also support the sciences and humanities however, as they can be used to demonstrate learning in more physical ways.

A hovercraft created by a student in the Makerspace (own image).

Conclusion

New technologies can offer exciting ways to support the learning of my students. There are so many compelling technologies that I couldn’t include all of the topics that could positively impact learning (such as microlearning and open content). All I can hope to do is focus on those areas where I can most affect our students and support them as much as we can. To do so, I need to know the specifics about what tools are available, which have the most potential to improve the learning of my students, and how best to leverage the strengths of those tools.

Works Cited

Fard, A. (n.d.). UX gamification concept: Principles and tactics: Adam Fard studio. Adam Fard UX Studio. https://adamfard.com/blog/gamification

The World Ends with V

Exploring Dystopia through Multimodal Literacies

Authoritarian government control is an extremely pertinent topic, as it is the antithesis of representative and democratic government. Some of the most severe humanitarian crises have arisen from authoritative governments, and so identifying these forms of governments, and how they form, is important in an informed populace. The graphic novel V for Vendetta is a valuable resource to begin an examination of this topic, and the related themes of fascism, anarchy, nationalism, racism, state control, propaganda, and dystopia. This topic is a good subject for a multimodal analysis, as there are so many texts where these themes intersect.

The concept of multimodal literacy is the postulation that there are literacies beyond the traditional ones of reading and writing. Besides print media, there are also other forms of text including images, audio, video, and multimedia. There are also different ways of extracting information from text. In the globalised digital era, “literacy pedagogy now must account for the burgeoning variety of text forms associated with information and multimedia technologies” as well as “culturally and linguistically diverse… plurality of texts” (The New London Group 2000).

The variety of literacies in the digital age, from https://blogsandra.home.blog/2019/02/19/literacy-not-so-literally/

Graphic Novels

V for Vendetta (1989) by Moore, A., & Lloyd, D.
Judge Dredd: The Complete Case Files 01. 2000AD (2010) by Wagner, J.
The Complete Maus (2011) by Spiegelman, A.

V for Vendetta (Moore & Lloyd, 1989)

The theme for this exploration comes from the graphic novel V for Vendetta. This novel is set in a dystopian future United Kingdom. In this alternate future, much of the world has been destroyed by nuclear weapons. The UK itself is ruled by the fascist Norsefire political party, which represses ethnic, religious, and sexual minorities, while suppressing dissent. The first stories for V for Vendetta were created in the early 1980s, and were meant to extrapolate the policies of the contemporary government to their extreme conclusion. This theme is further explored in other graphic novels. Judge Dredd has a similar setting and background, where powerful law enforcement judges maintain state control in a post-apocalyptic world created by nuclear war, although this story is set in a Mega city that extends along the eastern coast of North America. Instead of being a story about a dystopian future, Maus is a historical examination of Nazi Germany with the Nazis represented as cats and Jewish people as mice. All three of these texts explore themes of dictatorial government and police control, while V for Vendetta and Maus deal more specifically with fascism, nationalism, and racism.

Graphic novels can be an important modality to include in pedagogy. Miller notes that graphic novels often “engage reluctant or struggling readers” (2019). Core characteristics of graphic novels are the presence of imagery and art work. The presence of art work allows the author to express themself in ways not possible with prose alone (Miller 2019). Furthermore, Taylor and Leung state that reducing learning only to reading and writing, while excluding art, may be harmful to children from a variety of cultural, social, and economic backgrounds (2020).

Videos

V for Vendetta (2005) [film] by James McTeigue
The Untold Truth Of V For Vendetta (3 May 2022) [YouTube] by Looper
HyperNormalisation (2016) [film] by Adam Curtis
Margaret MacMillan: Margaret Thatcher and the Perils of Pride Ep. 4 (30 Mar 2016) [YouTube] by CBC

These videos intersect with the graphic novel in various ways. The 2005 movie adaptation largely shares the setting and characters of the graphic novel, but with significant changes to the plot. Due to the similarities to the graphic novel, the movie deals with the same topics, although in a more contemporary context. The Untold Truth gives background about V for Vendetta, including a biography of its author, the political context of its creation, as well as some of its literary influences. The other videos expand on some of the political themes being examined.

Videos are an important text form as they include large amounts of meaning in a variety of combined forms including dialogue, gestures, facial expressions, and music. The presence of these combined forms allows students to use modalities they’re familiar with to decipher other modalities.

Printed Books

1984 by George Orwell
Brave New World by Aldous Huxley
We by Yevgeny Zamyatin
Politics, Power and the Common Good: An Introduction to Political Science, 6th ed. by Mintz, E., D. Close, and O. Croci.

The novels 1984 by George Orwell and Brave New World by Aldous Huxley are probably the best known dystopian texts, while We predates both. The authoritarian governments in these novels aren’t explicitly fascist, but they deal more specifically with dystopia and government control. The textbook Politics, Power and the Common Good provides background information on political parties and ideologies.

Printed text is the traditional form of literacy and teaching print media literacy was the focus of teaching for a very long time. Printed text remains important because it is very information dense. It is important to teach, as its elements are present in a variety of text forms. It is also the central modality in certain settings, specifically academic ones. Reading improves a variety of academic markers, including grammar, spelling, and vocabulary (Levine, Cherrier, Holding & Koester, 2022).

Music

National Front by The Pigs (1977)
Bloody Revolutions by The Crass (1986)
Work Together by The Oppressed (1984)

The same political and social climate that precipitated the creation of V is for Vendetta is also responsible for a number of songs. 1979 marked a change in the political, as well as musical, direction of the United Kingdom. Punk rock fragmented into a couple of different sub-genres, including Oi!. Oi! developed as music for the working class, and the songs they produced addressed their interests and concerns. “Oi! music was an attempt to keep punk a populist, street-level phenomenon; most of it came from the Cockney working class of London’s East End“ (Oi! Music Genre Overview | AllMusic, n.d.). Songs addressing the issues of authoritarianism, police brutality, and racism were common in these genres.

Music is an interesting modality since it de- empathises language to such a large degree. There is music completely without lyrics, but even when music has lyrics, it’s common for much of it to remain undecoded by the listener. Meaning is gleaned from elements of the song, like rhythm, melody, and tone. Music is often a significant portion of students’ lives, and incorporating it in instruction might aid and encourage their learning. Taylor and Leung write that incorporating music in the curriculum of children from indigenous and African-American backgrounds improved their academic achievements (2020).

Conclusion

Teaching our students multimodal literacy is important in the current global world. Our students come from a variety of social, economic, and cultural backgrounds, each of which equips them with a variety of literacy. In order to fully engage them, we must ensure that we fully engage traditional, art, video, media, and musical literacies. Also, our students continue to operate in environments with a variety of modalities as adults. As teachers, we must ensure that they are literate in multiple modalities to encourage and support continued success. V for Vendetta is a valuable resource to engage with these modalities because of how it intersects with so many texts. Not only is this text available as both a film and graphic novel, but it was influenced by seminal printed texts and the political background that led to its creation, also led to the creation of a variety of other texts.

References

Levine, S. L., Cherrier, S., Holding, A. C., & Koestner, R. (2022). For the love of reading: Recreational reading reduces psychological distress in college students and autonomous motivation is the key. Journal of American College Health, 70 (1), pp. 158-164.

Miller, Shveta. (July 21, 2019). “The surprising benefits of student-created graphic novels.” Cult of Pedagogy. Retrieved from: https://www.cultofpedagogy.com/student-graphic-novels

Moore, A. & Lloyd, D. (1989). V for Vendetta. DC Comics.

Oi! Music Genre Overview | AllMusic. (n.d.). AllMusic. https://www.allmusic.com/style/oi%21-ma0000002761

Taylor, S. & Leung, C. (2020). Multimodal Literacy and Social Interaction: Young Childrens’ Literacy Learning. Early Childhood Education Journal, 48, 1-10.

The New London Group. (2000). A Pedagogy of Multiliteracies: Designing social futures. In B. Cope and M. Kalantzis (Eds.), Multiliteracies: Literacy Learning and the Design of Social Futures (pp. 9-38). South Yarra: MacMillan.

Dialogue in the Library

Tools of the Trade: Library Reference Resources

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Theme 3: Reference Materials

Introduction

The resources accessible through the library reference centre are a fundamental component of how successful a School Library Learning Commons (SLLC) is in connecting its patrons to information. Reference resources include bibliographies, biographies, fact books, encyclopaedias, dictionaries, geographic materials, periodicals and databases. Over the past several decades, there has been a shift to digital resources over print. Reidling and Houston (2019, p. 99) write that, “essentially every aspect of school library services has changed over the past few decades due to the emergence of new and innovative technologies.The use of digital resources has their own considerations however, and there are disadvantages with some digital resources.

Web Browsers

Reidling and Houston (2019, p. 99) state that, “The internet has become the most important reference tool in the digital age” and the use of web browsers to find information on the internet has become ubiquitous. Web browsers are easy to use and provide immediate feedback. People use them to find information about daily tasks, such as the closing time of a local store, but our students are also using them to search for information related to the curriculum.

There are serious limitations of web browsers however. Firstly, much of the internet is inaccessible to web browsers, and “the best search engines can only access 16% of information on the World Wide Web (LibGuides: Beyond Google: The Invisible Web: About, n.d.). This information is hidden because it is new content, located deeply in web pages, in dynamically generated databases, in unsearchable formats, on sites requiring login information, in areas blocked with Robot Exclusion Protocol, in areas of the internet that require a fee to access, or in the dark web.This part of the internet hidden from web browsers is called the “invisible web” or the “deep web” (Research Help: Finding Information on the Web: Start Here, n.d.).

Some of this information in the deep web is the information locked away in online periodicals and databases. A single database on EBSCOhost, like MasterFILE Premier, contains access to $1700 periodicals (EBSCOhost, n.d.). While expensive, these resources provide access to a quality and quantity of information not available for free. These resources are provided through the District Learning Commons as well as the local library.

SD 57 District Learning Commons digital resources (link).

Prince George Public Library digital resources (link).

Online Reference Tools

Free online resources have appeared, with many library patrons questioning whether there is a need for expensive reference resources. Along with being free, they are also immediately available on any internet capable device, and services like Wikipedia contain an astounding 6.6 million English articles (Wikipedia Contributors, n.d.). Berinstein (2006) notes that there are several disadvantages with Wikipedia, mostly related to the volunteer nature of the website’s functioning. Anyone can change Wikipedia articles, so it is vulnerable to vandalism and trolling (Berinstein, 2006). Wikipedia also has a “root problem [in] anti-elitism” (Berinstein, 2006). The authorship of the articles is largely unknown which reduces the value of the resource according to Reidling and Houston’s (2019) Evaluation and Selection Criteria for Encyclopedias.

The Trouble with Free

There are problems with free resources beyond just low quality data. There is a quote from the movie The Social Dilemma (Orlowski, 2020) that states, “If you’re not paying for the product, then you’re the product.” This implies that free resources aren’t actually free, because they are monetised in different ways. Google provides several free services, but Google is predominantly an advertising company, 80% of their revenue comes from advertising, with the majority of that coming from Google Search (Graham & Elias, 2021). Rather than simply selling ad space, Google collects a large amount of personal information in order to target advertising, adjusts search results, and promotes services that pay (Graham & Elias, 2021). The use of free resources can have negative impacts on the end user. Advertising can negatively impact the user experience, as it can make websites harder to navigate, can be distracting, and can waste time. The end user isn’t adequately reimbursed for the true value of the personal information that is collected. Finally, services can alter what data is available to the user based on the companies financial interests instead of what is in the best interests to the user.

Two pie charts comparing Alphabet revenue in Q1 2020 and Q1 2021 show that search and advertising remains Alphabet's biggest business and revenue source. Alphabet’s (the company that owns Google) revenue by source (Brumley, 2021).

Conclusion

Digital resources aren’t inherently better than print resources and vice versa. Instead they each have their own advantages, and the decision to use one resource over another will depend on how each individual resource suits the needs of the school community. If students are overly reliant on free resources, the quality and diversity of information available to them is severely limited.Print resources may also have advantages in some settings in useability and availability, especially in elementary schools and niche programs. Ultimately, students need to be fluent in the use of both print and digital resources in order to have sufficient literacy in the use of information.

References

Berinstein, P. (2006). Wikipedia and Britannica: The Kid’s All Right (And So’s the Old Man). Searcher 14(3), 16-26.

Brumley, J. (2021, July 8). This Is How Alphabet (Still) Makes Most of Its Money. The Motley Fool. Retrieved April 4, 2023, from https://www.fool.com/investing/2021/07/08/this-is-how-alphabet-still-makes-most-of-its-money/

EBSCOhost (n.d.). https://web-p-ebscohost-com.bc.idm.oclc.org/

Graham, M., & Elias, J. (2021, October 13). How Google’s $150 billion advertising business works. CNBC. https://www.cnbc.com/2021/05/18/how-does-google-make-money-advertising-business-breakdown-.html

LibGuides: Beyond Google: The Invisible Web: About. (n.d.). LaGuardia Community College. https://guides.laguardia.edu/c.php?g=762553

Orlowski, J (Director). (2020). The Social Dilemma. [Motion picture]. United States: Exposure Labs, Argent Pictures, The Space Program.

Research Help: Finding Information on the Web: Start Here. (n.d.). Asbury University. https://asbury.libguides.com/c.php?g=65758

Riedling, A. M., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips. Libraries Unlimited.

Wikipedia Contributors. (n.d.). Wikpedia. https://en.wikipedia.org/wiki/Wikipedia