This is a great blog post from Shannon Miller, the librarian at Van Meter school. Her fourth graders created Animoto "videos" about Internet safety, addressing password issues, talking to strangers, the age requirement for Facebook, and being careful of what you say online. It's great to see that young kids are learning these things and then sharing them in interesting and creative ways. This is a great inspiration and certainly a fun use for Animoto. I am curious about what led up to this in terms of teaching the information, what it means, and how to use Animoto.
Miller, S. (2012, Nov. 20). No title. Retrieved from
http://vanmeterlibraryvoice.blogspot.com/2012/11/our-4th-graders-created-awesome-lets.html
Showing posts with label learning commons. Show all posts
Showing posts with label learning commons. Show all posts
Tuesday, November 20, 2012
Thursday, October 18, 2012
Beauty
This is beautiful. Exquisite, to my eyes. The polar opposite of my hideous library website.
Okay, hideous is an overstatement and my apologies to Charlotte Gonzales. It's not her fault--the site already existed before she came on board. But seriously. Beauty, personified. How do I make my site simple and functional like this?
There's plenty of information, even though it looks sparse. Each white bar pulls down (click the link above to see the actual template).
Sure wish I knew more web design...doh!
One thing Schmidt talks about in the article introducing this template is what to do about the information below the fold (ie what you would have to scroll down to see). Here are his rules on that:
1. Get ride of it.
2. Go to rule 1.
Next step: How to fix my library's VLC...stat!
Schmidt, A. (2012, September 18). Starting with simplicity. [web log post]. Retrieved from www.walkingpaper.org.
Okay, hideous is an overstatement and my apologies to Charlotte Gonzales. It's not her fault--the site already existed before she came on board. But seriously. Beauty, personified. How do I make my site simple and functional like this?
There's plenty of information, even though it looks sparse. Each white bar pulls down (click the link above to see the actual template).
Sure wish I knew more web design...doh!
One thing Schmidt talks about in the article introducing this template is what to do about the information below the fold (ie what you would have to scroll down to see). Here are his rules on that:
1. Get ride of it.
2. Go to rule 1.
Next step: How to fix my library's VLC...stat!
Schmidt, A. (2012, September 18). Starting with simplicity. [web log post]. Retrieved from www.walkingpaper.org.
Monday, October 8, 2012
Interview with David Levithan
Before reading this article, I had never heard of transmedia. We have the book 39 Clues in my school's library, but I didn't know what it was. Since it's by Rick Riordan, I thought it had some type of relationship to his other series.
I loved this article for a few reasons:
1. I have enjoyed several of David Levithan's books and he writes books about gay teens (among other topics) in a unique style that I have not read before. Plus, there just aren't that many authors writing about gay teenage boys. So he is interesting to me for that reason, plus he deserves serious props for doing so.
2. I got to learn a little bit about transmedia, 39 Clues, and The Infinity Ring. The concept of transmedia is fascinating to me and seems like it could be a way to integrate games and digital media into the classroom.
3. I use Goodreads.com regularly, and it was interesting to read that it is one of the things helping to blur the line between YA and adult literature.
My main takeaway, though, is that I need to see what 39 Clues and The Infinity Ring are all about!
Greenfield, J. (2012). "Scholastic's hit-maker on Hunger Games, digital reading and transmedia." Digital Book World, August 24, 2012. Retrieved from http://www.digitalbookworld.com/2012/scholastics-hit-maker-david-levithan-on-hunger-games-digital-reading-and-transmedia/
I loved this article for a few reasons:
1. I have enjoyed several of David Levithan's books and he writes books about gay teens (among other topics) in a unique style that I have not read before. Plus, there just aren't that many authors writing about gay teenage boys. So he is interesting to me for that reason, plus he deserves serious props for doing so.
2. I got to learn a little bit about transmedia, 39 Clues, and The Infinity Ring. The concept of transmedia is fascinating to me and seems like it could be a way to integrate games and digital media into the classroom.
3. I use Goodreads.com regularly, and it was interesting to read that it is one of the things helping to blur the line between YA and adult literature.
My main takeaway, though, is that I need to see what 39 Clues and The Infinity Ring are all about!
Greenfield, J. (2012). "Scholastic's hit-maker on Hunger Games, digital reading and transmedia." Digital Book World, August 24, 2012. Retrieved from http://www.digitalbookworld.com/2012/scholastics-hit-maker-david-levithan-on-hunger-games-digital-reading-and-transmedia/
Wednesday, October 3, 2012
Accelerated Reader
Silva, T. (2012). Accelerated Reader: Instigator of readicide. Hack Library School blog. Accessed at http://hacklibschool.wordpress.com/2012/03/06/accelerated-reader-instigator-of-readicide/
I am just beginning to implement Accelerated Reader in my library, so I wanted to start learning more about it. Do I want to embrace it? It's time, and I think that I can help to implement it intelligently. There are a lot of criticisms of AR that are raised in this very valid blog post. One, which I've been thinking about, is what does this do for readers who are at or above grade level? Should they be exempt from participating in AR? Could you be excused from AR requirements once you hit grade level reading? What a cool motivation!
I am just beginning to implement Accelerated Reader in my library, so I wanted to start learning more about it. Do I want to embrace it? It's time, and I think that I can help to implement it intelligently. There are a lot of criticisms of AR that are raised in this very valid blog post. One, which I've been thinking about, is what does this do for readers who are at or above grade level? Should they be exempt from participating in AR? Could you be excused from AR requirements once you hit grade level reading? What a cool motivation!
The New Learning Commons: Where Learners Win!
Loertscher, D., Koechlin, C., & Zwaan, S. (2008). The new learning commons: Where learners win! Salt Lake City: Hi Willow Research and Publishing.
In The new learning commons: Where learners win!, the authors offer a fresh perspective on creating the physical and virtual learning commons. The book helps us to reimagine the school library/media center and the computer lab as a learning commons that is physically flexible and also virtually accessible 24/7/365. The chapter "Knowledge Building and the Learning Commons" addresses inquiry, teaching, learning, and other academic-related pursuits in the learning commons. It provides examples of how the learning commons can become a space to work on collaboration and integrated curriculum.
The chapter "Learning Literacies and the Learning Commons" describes the major literacies and how the learning commons can become "Literacy central." It also gives examples of ways that the learning commons can support literacy instruction throughout the curriculum, in collaboration with many different members of the school community.
"Technology and the Learning Commons" clarifies the crucial distinction between administrative and instructional computing, and then goes on to describe the role of the learning commons in the technology world of the school. Technology in the learning commons should be up-to-date and reliable. This was hard for me to read (although I know it is true) because we are so far from this reality at my school and the library in particular. It's a work in progress, and I am gathering information in the course of this class and the 285 class I am taking with de Groot to begin a discussion about BYOD (bring your own device) in the classrooms or learning commons. I know that it will be controversial but I feel that the time has come when students should have access to what they need, and if school isn't providing it, then they should get to bring their devices. Now I just need to get wireless up in the library and keep the device use hush-hush.
In "Collaboration and the Learning Commons," the learning commons is described as a place where all combinations of people can come together and collaborate, on curriculum, projects, learning, school improvement, and many other topics. The virtual learning commons is another place where people can come together virtually from different geographic locations and time zones to collaborate and learn together.
In "Building the Learning Commons as a Client-Side Organization," the authors reinforce the importance of having the clients contribute actively to the site, because this will lead them to also utilizing it. The learning commons should empower the teachers and the learners. It also describes the role of each specialist at the school, and gives examples of what the school library and computer lab can become when they are transformed together into the learning commons.
In "Evidence Based Practice and the Learning Commons," the authors discuss the necessity of using a feedback loop to inform instruction. Students and teachers reflect on their teaching and learning processes in order to push themselves to do better. This feedback loop can happen in the context of an action research project, which is a highlight of the Experimental Learning Center.
In the final chapter, the authors give summaries of people and concepts that have made a significant impact in the field of education.
Each chapter emphasizes collaboration between teachers, students, teacher librarian(s), learning specialists, and other community members where appropriate. The book also describes a client-centered learning commons, and states that the learning commons will be more useful and utilized when the clients help to create the content.
In The new learning commons: Where learners win!, the authors offer a fresh perspective on creating the physical and virtual learning commons. The book helps us to reimagine the school library/media center and the computer lab as a learning commons that is physically flexible and also virtually accessible 24/7/365. The chapter "Knowledge Building and the Learning Commons" addresses inquiry, teaching, learning, and other academic-related pursuits in the learning commons. It provides examples of how the learning commons can become a space to work on collaboration and integrated curriculum.
The chapter "Learning Literacies and the Learning Commons" describes the major literacies and how the learning commons can become "Literacy central." It also gives examples of ways that the learning commons can support literacy instruction throughout the curriculum, in collaboration with many different members of the school community.
"Technology and the Learning Commons" clarifies the crucial distinction between administrative and instructional computing, and then goes on to describe the role of the learning commons in the technology world of the school. Technology in the learning commons should be up-to-date and reliable. This was hard for me to read (although I know it is true) because we are so far from this reality at my school and the library in particular. It's a work in progress, and I am gathering information in the course of this class and the 285 class I am taking with de Groot to begin a discussion about BYOD (bring your own device) in the classrooms or learning commons. I know that it will be controversial but I feel that the time has come when students should have access to what they need, and if school isn't providing it, then they should get to bring their devices. Now I just need to get wireless up in the library and keep the device use hush-hush.
In "Collaboration and the Learning Commons," the learning commons is described as a place where all combinations of people can come together and collaborate, on curriculum, projects, learning, school improvement, and many other topics. The virtual learning commons is another place where people can come together virtually from different geographic locations and time zones to collaborate and learn together.
In "Building the Learning Commons as a Client-Side Organization," the authors reinforce the importance of having the clients contribute actively to the site, because this will lead them to also utilizing it. The learning commons should empower the teachers and the learners. It also describes the role of each specialist at the school, and gives examples of what the school library and computer lab can become when they are transformed together into the learning commons.
In "Evidence Based Practice and the Learning Commons," the authors discuss the necessity of using a feedback loop to inform instruction. Students and teachers reflect on their teaching and learning processes in order to push themselves to do better. This feedback loop can happen in the context of an action research project, which is a highlight of the Experimental Learning Center.
In the final chapter, the authors give summaries of people and concepts that have made a significant impact in the field of education.
Each chapter emphasizes collaboration between teachers, students, teacher librarian(s), learning specialists, and other community members where appropriate. The book also describes a client-centered learning commons, and states that the learning commons will be more useful and utilized when the clients help to create the content.
Saturday, September 15, 2012
Elements of the Virtual Learning Commons
The chart on page 32 of Building a Learning Commons has a great, practical list of elements that can be included in a virtual learning commons, including ways to build a reading community, how to make assignments more interactive, organizing technology tools, creating KBCs for major assignments that get repeated year-to-year, and encouraging the production of user-created content. It also mentions taking design into account--perhaps not trying to have a main web page that is the entry portal for all users, but separate entrance portals for teachers, students, teacher librarians, etc.
Wednesday, September 12, 2012
Articles to read for 233
A few things I want to read (with abstracts written by de Groot)
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.
Abstract
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.
Abstract
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.
Abstract
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.
Abstract
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.
Thursday, September 6, 2012
Research Journal--Contemplating my research question
I am deciding on a research question for LIBR 285, to guide my selection of five articles to abstract, and ultimately to guide my literature review and research proposal. The topic I chose is Youth & Technology. I want to reflect a little bit on my interests and find some readings to help me develop my ideas, so I decided to use this space as a brainstorm area so I could record my thoughts.
At my school, we have an absolute rule: NO ELECTRONICS on campus. No phones, electronic games, music players, or even visible headphones. Nothing. We are supposed to confiscate electronics and return them at the end of the day, or turn them in to the office. What are the consequences? Nothing, as far as I can tell. It's time consuming for everyone and often takes away from instruction.
At my old middle school where I taught, I was super strict about this, and I would confiscate almost anytime I saw electronics in my classroom. Of course, I was teaching, and it was so hard to spot everyone using phones. So I know I missed a ton of stuff and it felt unfair. However, I believed that electronics (this is pretty much before kids had smartphones) were a distraction, and I also knew that kids were texting students in other classes, thereby interrupting at least TWO peoples' educations. Plus kids got stuff stolen all the time, so keeping things put away and out of temptation's reach seemed better. But now? Now, I'm starting to think that strict electronics policies that involve confiscation are one, super impractical and unrealistic, and two, not necessarily what we want to promote. Why can't kids use their phones or iPods to access the Internet to do research for class? There is soooo much amazing information online, and yet we are barring kids from accessing it anywhere at school besides some dinosaur computers in the library and and a few classrooms.
I think there should be wireless in every classroom and technology should be intelligently, and heavily, used in school. But how can we go from this draconian NO TECHNOLOGY policy to a 21st century model that actually prepares students for the reality of our world--work, high school, college, etc. So I guess one research question idea is, How can individual electronics, either furnished by students or something like iPads, be used productively in schools and enhance instruction?
A related question is how can individual electronics use in classrooms shrink the digital divide? How can it improve educational outcomes for low-income youth?
Another idea, more directly related to the library: What type(s) of information literacy instruction will truly teach kids to safely and productively use technology?
How are flipped classrooms impacting educational outcomes?
I'm most interested in technology in the classroom and library, so I'm going to start there, but if I get really stuck I think I'll come back to these questions and tweak or change.
Now that I'm thinking about my research question, I am looking for relevant articles. I found two articles that seemed directly relevant to personal technology use in the classroom, but they have been published in the last few months and are not yet online. My search terms so far:
youth
technology
school
learning
personal technology
technology use
educatio
After seeing one of my group member's ideas, I also realized that maybe I could include the names of specific devices or categories of devices in my keyword searches, such as:
iphone
smart phone
tablet
ipad
Turner, K.C.N. 2011. "Rap universal": Using multimodal media production to develop ICT literacies. Journal of Adolescent & Adult Literacy, 58(8), 613-623. doi: 10.1598/JAAL.54.5.6.
Williams, B. Leading double lives: Literacy and technology in and out of school. Journal of Adolescent & Adult Literacy, 48(8), 702-706. doi: 10.1598/aJAAL.48.8.7
Md, M. H., & Aydin, H. (2011). A web 2.0-based collaborative model for multicultural education. Multicultural Education & Technology Journal, 5(2), 116-128. doi: 10.1108/17504971111142655
http://search.proquest.com.libaccess.sjlibrary.org/docview/872348776?accountid=10361
Porcaro, D. (2011). Applying constructivism in instructivist learning cultures. Multicultural Education & Technology Journal, 5(1), 39-54. doi: http://dx.doi.org/10.1108/
http://search.proquest.com.
Eteokleous, N. (2011). Developing youth's cultural and social skills through a social-virtual curriculum. Multicultural Education & Technology Journal, 5(3), 221-238. doi:
At my school, we have an absolute rule: NO ELECTRONICS on campus. No phones, electronic games, music players, or even visible headphones. Nothing. We are supposed to confiscate electronics and return them at the end of the day, or turn them in to the office. What are the consequences? Nothing, as far as I can tell. It's time consuming for everyone and often takes away from instruction.
At my old middle school where I taught, I was super strict about this, and I would confiscate almost anytime I saw electronics in my classroom. Of course, I was teaching, and it was so hard to spot everyone using phones. So I know I missed a ton of stuff and it felt unfair. However, I believed that electronics (this is pretty much before kids had smartphones) were a distraction, and I also knew that kids were texting students in other classes, thereby interrupting at least TWO peoples' educations. Plus kids got stuff stolen all the time, so keeping things put away and out of temptation's reach seemed better. But now? Now, I'm starting to think that strict electronics policies that involve confiscation are one, super impractical and unrealistic, and two, not necessarily what we want to promote. Why can't kids use their phones or iPods to access the Internet to do research for class? There is soooo much amazing information online, and yet we are barring kids from accessing it anywhere at school besides some dinosaur computers in the library and and a few classrooms.
I think there should be wireless in every classroom and technology should be intelligently, and heavily, used in school. But how can we go from this draconian NO TECHNOLOGY policy to a 21st century model that actually prepares students for the reality of our world--work, high school, college, etc. So I guess one research question idea is, How can individual electronics, either furnished by students or something like iPads, be used productively in schools and enhance instruction?
A related question is how can individual electronics use in classrooms shrink the digital divide? How can it improve educational outcomes for low-income youth?
Another idea, more directly related to the library: What type(s) of information literacy instruction will truly teach kids to safely and productively use technology?
How are flipped classrooms impacting educational outcomes?
I'm most interested in technology in the classroom and library, so I'm going to start there, but if I get really stuck I think I'll come back to these questions and tweak or change.
Now that I'm thinking about my research question, I am looking for relevant articles. I found two articles that seemed directly relevant to personal technology use in the classroom, but they have been published in the last few months and are not yet online. My search terms so far:
youth
technology
school
learning
personal technology
technology use
educatio
After seeing one of my group member's ideas, I also realized that maybe I could include the names of specific devices or categories of devices in my keyword searches, such as:
iphone
smart phone
tablet
ipad
Turner, K.C.N. 2011. "Rap universal": Using multimodal media production to develop ICT literacies. Journal of Adolescent & Adult Literacy, 58(8), 613-623. doi: 10.1598/JAAL.54.5.6.
Williams, B. Leading double lives: Literacy and technology in and out of school. Journal of Adolescent & Adult Literacy, 48(8), 702-706. doi: 10.1598/aJAAL.48.8.7
Md, M. H., & Aydin, H. (2011). A web 2.0-based collaborative model for multicultural education. Multicultural Education & Technology Journal, 5(2), 116-128. doi: 10.1108/17504971111142655
http://search.proquest.com.libaccess.sjlibrary.org/docview/872348776?accountid=10361
Porcaro, D. (2011). Applying constructivism in instructivist learning cultures. Multicultural Education & Technology Journal, 5(1), 39-54. doi: http://dx.doi.org/10.1108/
http://search.proquest.com.
Eteokleous, N. (2011). Developing youth's cultural and social skills through a social-virtual curriculum. Multicultural Education & Technology Journal, 5(3), 221-238. doi:
http://search.proquest.com.libaccess.sjlibrary.org/docview/888255347?accountid=10361
Skouge, J., Boisvert, P., & Rao, K. (2007). Pacific voices: Educational technologies for literacy learning. Multicultural Education & Technology Journal, 1(1), 25-35. doi: 10.1108/17504970710745184
http://search.proquest.com.libaccess.sjlibrary.org/docview/229035740?accountid=10361
Tuesday, September 4, 2012
The technology petting zoo
Library offers technology petting zoo & laptop checkout
in the Glen Ellyn Public Library blog, accessed at http://www.gepl.org/2011/11/library-offers-technology-petting-zoo-laptop-checkout/ on September 4, 2012.
This library has developed a collection of laptops and other electronics that people can learn about and use while in the library. At first it was just for teens, but it was so popular that they also purchased devices for adults. People can learn how to use all types of e-readers and other devices, and can learn how to download library books for this program.
in the Glen Ellyn Public Library blog, accessed at http://www.gepl.org/2011/11/library-offers-technology-petting-zoo-laptop-checkout/ on September 4, 2012.
This library has developed a collection of laptops and other electronics that people can learn about and use while in the library. At first it was just for teens, but it was so popular that they also purchased devices for adults. People can learn how to use all types of e-readers and other devices, and can learn how to download library books for this program.
Building the Learning Commons
Koechlin, C., Rosenfeld, E., & Loertscher, D. (2010). Building the learning commons: A guide for school administrators and learning leadership teams. Salt Lake City: Hi Willow Research and Publishing.
This book begins by defining the authors’ vision of a learning commons. It is an integration of the school library and the computer lab, an online and physical space, and a collaboration between the teacher librarian, the teacher technologist, and other educators at the school. The learning commons at a school provides a space for collaboration, research, technology use, and transforming information into knowledge. It also provides opportunities for students to shape their learning and have authentic learning experiences. At the end of chapter 2, several examples of learning commons from different schools are listed. These are examples of schools that emphasize different areas or strengths for the learning commons. The book provides guidelines on how to create a learning commons at a school. It emphasizes the need for teamwork, program development prior to physical space development, and areas of focus. It also recommends shifting to a client-centered model as opposed to top-down direction from teachers and administrators.
The book gives concrete suggestions and information to guide a school's transformation from library + computer lab to unified learning commons. It includes guidelines for planning, and interview questions for hiring new learning commons-related staff. The emphasis is on creating a site that encourages collaboration, and isn't just a one-way information dispensing street.
This book begins by defining the authors’ vision of a learning commons. It is an integration of the school library and the computer lab, an online and physical space, and a collaboration between the teacher librarian, the teacher technologist, and other educators at the school. The learning commons at a school provides a space for collaboration, research, technology use, and transforming information into knowledge. It also provides opportunities for students to shape their learning and have authentic learning experiences. At the end of chapter 2, several examples of learning commons from different schools are listed. These are examples of schools that emphasize different areas or strengths for the learning commons. The book provides guidelines on how to create a learning commons at a school. It emphasizes the need for teamwork, program development prior to physical space development, and areas of focus. It also recommends shifting to a client-centered model as opposed to top-down direction from teachers and administrators.
The book gives concrete suggestions and information to guide a school's transformation from library + computer lab to unified learning commons. It includes guidelines for planning, and interview questions for hiring new learning commons-related staff. The emphasis is on creating a site that encourages collaboration, and isn't just a one-way information dispensing street.
Bulletin boards in the learning commons
This is not an article but it was too amazing to leave out here: http://comsewogueteens.blogspot.com/2012/07/new-book-trailer-display.html.
It’s a back-to-school bulletin board suggestion. It integrates slightly edited words to a popular song that kids are sure to recognize (I heard them singing it at the middle school where I work). It is about book trailers so then it has color printouts/copies of five book covers with QR codes on them. If you scan the QR code, it takes you to the trailer to that book. BRILLIANT!
It’s a back-to-school bulletin board suggestion. It integrates slightly edited words to a popular song that kids are sure to recognize (I heard them singing it at the middle school where I work). It is about book trailers so then it has color printouts/copies of five book covers with QR codes on them. If you scan the QR code, it takes you to the trailer to that book. BRILLIANT!
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