Branch, J. L. & de Groot, J. (2011). Personal learning networks and participatory culture: Getting teacher-librarians connected in the 21st century. In L. Marquardt & D. Oberg (Eds.), Global Perspectives on School Libraries (pp. 44-56). Berlin: De Gruyter Saur.
This chapter explores the implementation of courses and assignments that prepare students in a teacher-librarianship program to work with 21st century technologies and with the ideas behind participatory culture and connectivism. The authors explain the development of information and communication technology courses for teacher-librarianship education, the first forays in Web 2.0, and the evolving thinking and reading about participatory culture, connectivism and personal learning networks. The purpose of these changes was to encourage students in the Teacher-Librarianship by Distance Learning program at the University of Alberta to create personal learning networks and to participate in global conversations about teaching, 21st century learning, school libraries and technologies. The authors recommend that education programs for teacher-librarians incorporate assignments, assessments and opportunities for exploration of Web 2.0 tools and that instructors in these programs model the creation and maintenance of personal learning networks using social media.
Branch-Mueller, J. & de Groot, J. (2011). The power of Web.2.0: Teacher-librarians become school technology leaders. School Libraries Worldwide, 17(2), pp. 1-13.
This paper reports on a study that sought to understand the impact of a graduate level Web 2.0 course on the personal, teaching, and professional lives of teacher-librarians. An online survey asked teachers and teacher-librarians about their experiences before and after completing the course. After taking the course, participants were familiar with a variety of Web 2.0 technologies and were able to use these tools personally, for teaching and for professional development. Participants gained confidence and competence in their technology skills and have taken on leadership roles in terms of technology integration and are often the “go to” person in their school for Web 2.0 technologies.