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/
Monday, October 8, 2012
Saturday, October 6, 2012
Standards for the 21st-Century Learner
American Association of School Librarians. (2007). Standards for the 21st-century learner. Chicago: American Library Association.
This eight page document created by the AASL lays out foundational beliefs around technology, reading, information literacy, and other literacies, as well as some concepts of learning and equity. It then lists the process that learners go through, over and over again through the course of their (our) lives.
For each step of this process, it lists the skills needed, dispositions in action, responsibilities, and self-assessment strategies (these four terms are defined at the end of the document) needed to succeed in each stage of the learning process.
A teacher librarian can use these standards, in conjunction with the concepts in Empowering Learners, to guide instructional planning, library programming, and collaboration. Just like a subject area teacher would start from the standards, the SLMS can use these as a jumping-off point as well.
The standards dovetail with the fluencies put forth by the 21st Century Fluency Project (http://www.fluency21.com/fluencies.cfm), and could also be used together with that as guidance.
This eight page document created by the AASL lays out foundational beliefs around technology, reading, information literacy, and other literacies, as well as some concepts of learning and equity. It then lists the process that learners go through, over and over again through the course of their (our) lives.
For each step of this process, it lists the skills needed, dispositions in action, responsibilities, and self-assessment strategies (these four terms are defined at the end of the document) needed to succeed in each stage of the learning process.
A teacher librarian can use these standards, in conjunction with the concepts in Empowering Learners, to guide instructional planning, library programming, and collaboration. Just like a subject area teacher would start from the standards, the SLMS can use these as a jumping-off point as well.
The standards dovetail with the fluencies put forth by the 21st Century Fluency Project (http://www.fluency21.com/fluencies.cfm), and could also be used together with that as guidance.
Empowering Learners
American Association of School Librarians. (2009). Empowering learners. Chicago: American Library Association.
Empowering Learners sets out a set of guidelines for the school library media center program. It is an inspirational text that sets high expectations for any teacher librarian seeking to develop and improve their practice. The text addresses four main areas, as follows:
1. developing visions for learning, which includes guidelines regarding creating a 21st century environment and embracing 21st century skills. It also addresses the transition of the teacher librarian (here called school library media specialist, or SLMS) from checking out and cataloging books to the role of instructional leader at school.
2. teaching for learning, which covers much of the instructional role of the SLMS. This section defines many different literacies beyond reading/writing/speaking, but also does address the need to focus on reading in addition to utilizing technology for learning
3. building the learning environment, which focuses on the actual school library/learning commons--the people and things that are in the library, collection development, and professional development,
and
4. empowering learning through leadership, which again emphasizes the role of the SLMS as a school leader and the various responsibilities and tasks that fall under that role.
The book has fantastic and varied supplemental reading suggestions in each chapter, allowing someone to use it as a resource to develop much deeper knowledge in any of the areas that it briefly covers.
In addition, it has a rich set of appendices that cover aspects of working as an SLMS.
Overall, this small book is packed with information and guidance for any SLMS. It is a good resource for anyone, and should be required reading for any new SLMS, particularly someone working with an emergency credential who is still completing their degree.
Empowering Learners sets out a set of guidelines for the school library media center program. It is an inspirational text that sets high expectations for any teacher librarian seeking to develop and improve their practice. The text addresses four main areas, as follows:
1. developing visions for learning, which includes guidelines regarding creating a 21st century environment and embracing 21st century skills. It also addresses the transition of the teacher librarian (here called school library media specialist, or SLMS) from checking out and cataloging books to the role of instructional leader at school.
2. teaching for learning, which covers much of the instructional role of the SLMS. This section defines many different literacies beyond reading/writing/speaking, but also does address the need to focus on reading in addition to utilizing technology for learning
3. building the learning environment, which focuses on the actual school library/learning commons--the people and things that are in the library, collection development, and professional development,
and
4. empowering learning through leadership, which again emphasizes the role of the SLMS as a school leader and the various responsibilities and tasks that fall under that role.
The book has fantastic and varied supplemental reading suggestions in each chapter, allowing someone to use it as a resource to develop much deeper knowledge in any of the areas that it briefly covers.
In addition, it has a rich set of appendices that cover aspects of working as an SLMS.
Overall, this small book is packed with information and guidance for any SLMS. It is a good resource for anyone, and should be required reading for any new SLMS, particularly someone working with an emergency credential who is still completing their degree.
Thursday, October 4, 2012
How to create a successful BYOD program
Schwartz, K. (2012). How to launch a successful BYOD program. Accessed from http://www.fluency21.com//blogpost.cfm?blogID=2969.
This blog post piqued my interest because I am very interested in BYOD programs and the use of games and instantaneous feedback for learning. The article discusses a suburban school district outside of Houston that slowly rolled out a mobile device program and ultimately allowed students to bring their own devices to school. The Chief Information Officer, who led the BYOD movement in the school district, said “It completely changed the dynamic of the classroom. The students became excited to demonstrate what they had learned or how they worked out a problem. And they didn’t seem to mind school work anymore — Schad said kids played educational games for hours without realizing they were learning."
I think that this type of program would easily lend itself to an action research project. In the school district described in the article, the adoption process went slowly and began with teachers who were interested and willing to be early adopters. At first, they were using devices provided by the school. They began giving students permission to use their own devices in the classroom. The high schools were able to ease up on the strict policy against electronics at school, because they found that they weren't being abused in the classroom. The middle schools continued to allow the personal devices only in the classroom, but they have begun to consider easing up on the passing period/free time electronics restrictions, based on the success of the new policy at the high school.
The article emphasizes a point that I have now seen in several places, which is that electronics need to be fully integrated into the curriculum in order to be effective. Rather than being an add-on, the curriculum needs to be altered to best utilize the devices. This is where the idea for an action research project comes in. I think a BYOD curriculum probably needs a second adult in a room of 40 middle school students and one teacher--and I could be that second adult, in addition to helping remake the curriculum. I believe that games and digital devices are no longer something that schools can legislate against. Instead, we as teachers and school officials need to harness the immense power of the digital world and open our eyes right now to what students need to succeed.
My husband was teasing me the other day, asking if I would want to go on and earn a Ph.D. in library and information studies. At this moment, in the midst of two classes and full-time work and a 15 month old kid and a job that's on the line if a local parcel tax doesn't pass, I said "no way." But I don't think a master's thesis is totally out of the question--and maybe a Ph. D. someday, too.
This blog post piqued my interest because I am very interested in BYOD programs and the use of games and instantaneous feedback for learning. The article discusses a suburban school district outside of Houston that slowly rolled out a mobile device program and ultimately allowed students to bring their own devices to school. The Chief Information Officer, who led the BYOD movement in the school district, said “It completely changed the dynamic of the classroom. The students became excited to demonstrate what they had learned or how they worked out a problem. And they didn’t seem to mind school work anymore — Schad said kids played educational games for hours without realizing they were learning."
I think that this type of program would easily lend itself to an action research project. In the school district described in the article, the adoption process went slowly and began with teachers who were interested and willing to be early adopters. At first, they were using devices provided by the school. They began giving students permission to use their own devices in the classroom. The high schools were able to ease up on the strict policy against electronics at school, because they found that they weren't being abused in the classroom. The middle schools continued to allow the personal devices only in the classroom, but they have begun to consider easing up on the passing period/free time electronics restrictions, based on the success of the new policy at the high school.
The article emphasizes a point that I have now seen in several places, which is that electronics need to be fully integrated into the curriculum in order to be effective. Rather than being an add-on, the curriculum needs to be altered to best utilize the devices. This is where the idea for an action research project comes in. I think a BYOD curriculum probably needs a second adult in a room of 40 middle school students and one teacher--and I could be that second adult, in addition to helping remake the curriculum. I believe that games and digital devices are no longer something that schools can legislate against. Instead, we as teachers and school officials need to harness the immense power of the digital world and open our eyes right now to what students need to succeed.
My husband was teasing me the other day, asking if I would want to go on and earn a Ph.D. in library and information studies. At this moment, in the midst of two classes and full-time work and a 15 month old kid and a job that's on the line if a local parcel tax doesn't pass, I said "no way." But I don't think a master's thesis is totally out of the question--and maybe a Ph. D. someday, too.
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!
Google Apps for Education
Nevin, R., Melton, M., & Loertscher, D. (2011). Google apps for education. Salt Lake City: Hi Willow Publishing.
I was initially skeptical about this book, thinking "Oh, I know how to use Google apps. I use them all the time for work and my personal life. I bet I can just find all of this information on the web." The last part of that statement is true--but this book is filling a knowledge gap that has been really holding up my understanding of how to build and use an interactive VLC and how to design collaborative online experiences for lessons and units. The authors write realistically about how technology is used in schools right now, acknowledging that teachers are in many different places, and implementing something like Google Apps for Education is not automatic and easy.
In addition to a general logistical introduction to Google Apps for Education, the book has chapters about the applications and numerous suggestions and examples on how to use them to do collaborative work in the classroom, often using one of the curriculum models presented in Beyond Bird Units. It is really helping me understand what types of collaborative work I could have students do in KBCs and just in general in class.
The book also explains administrative concerns, and gives practical tips for getting started with Google Apps for Education.
I was initially skeptical about this book, thinking "Oh, I know how to use Google apps. I use them all the time for work and my personal life. I bet I can just find all of this information on the web." The last part of that statement is true--but this book is filling a knowledge gap that has been really holding up my understanding of how to build and use an interactive VLC and how to design collaborative online experiences for lessons and units. The authors write realistically about how technology is used in schools right now, acknowledging that teachers are in many different places, and implementing something like Google Apps for Education is not automatic and easy.
In addition to a general logistical introduction to Google Apps for Education, the book has chapters about the applications and numerous suggestions and examples on how to use them to do collaborative work in the classroom, often using one of the curriculum models presented in Beyond Bird Units. It is really helping me understand what types of collaborative work I could have students do in KBCs and just in general in class.
The book also explains administrative concerns, and gives practical tips for getting started with Google Apps for Education.
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.
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