Monday, October 31, 2016

Articles on Teaching (by M.Motley)

INFO 250 Articles on Teaching

This is my list of articles on teaching. Most of them are for novices, and most of these are about communication between teachers and librarians, but there's also some about technology that's useful in the classroom. Most of them are worth reading, though some I gave poor reviews for not being especially valuable or noteworthy, merely supporting the subject or offering background information.


Jacobson, L. (2016). When librarians teach teachers. School Library Journal. Retrieved from http://www.slj.com/2016/07/standards/early-learning/when-librarians-teach-teachers/

This article mentions several early-learning programs which librarians teach to teachers, particularly those associated with teaching children to read so they are ready for school. It will be most useful for K-3 Youth and School librarians or librarians interested in teaching these skills to the early-education teachers.

 Krebs, P. (2014). Why you should talk to the librarians. Chroniclevitae.com. Retrieved from https://chroniclevitae.com/news/673-why-you-should-talk-to-the-librarians

This article is more interesting to K-12 and academic librarians, as it reminds teachers to contact librarians before publishing their syllabus and get additional resources that the librarian knows about. Librarians can offer even more help if you give them a heads-up about what your assignments are going to be.

They can pull relevant texts from the stacks and hold them on reserve for your course. They can come to your classroom and talk about which sources are available and how to judge their quality. They can suggest assignments and let you know about resources you may not have seen yet. And they can be a great help if you have to miss a class--they can work with your students in the library that day or in your classroom to keep them on track with whatever assignment you've given while you’re away at that conference.
I thought this was a particularly useful quote.

 LaGarde, J. (2012). 5 more TED talks that all school librarians should watch. LibraryGirl.net (blog). Retrieved from http://www.librarygirl.net/2012/09/5-more-ted-talks-that-all-school.html

This list of TED Talks videos includes several interesting topics, each of which is worthy of review as individual articles/videos appropriate to our topic on librarianship and teaching in schools.

LaGarde, J. (2011). 6 TED Talks all school librarians should watch (and why!). LibraryGirl.net (blog). Retrieved from http://www.librarygirl.net/2011/05/recently-andy-woodworth-posted-series.html
The original posted list of TED talks about librarianship. These video lectures are meant to inspire viewers and provide ideas and motivation to do things.

 Leeder, K. (2011). Collaborating with faculty part 2: What our partnerships look like. InTheLibraryWithTheLeadPipe.org. Retrieved from http://www.inthelibrarywiththeleadpipe.org/2011/collaborating-with-faculty-part-2-what-our-partnerships-look-like/

This article, second in a series, is about how to talk to teachers and collaborate with them using library resources. The first in the series is general. These are specific examples. Key points are faculty training and technology assistance (another kind of training or infrastructure help with websites or hardware).

Deringer, S. (2013). Inspire collaboration: A quick and easy guide for super busy school librarians. Inalj.com. Retrieved from http://inalj.com/?p=40373

Simple advice on collaborating, starting with offering to help and respecting teacher’s time and schedules. This also lists a number of resources on collaboration.

 Ivey, R. (2003). Information literacy: How do librarians and academics work in partnership to deliver effective learning programs? Australian Academic and Research Libraries. Retrieved from http://dx.doi.org/10.1080/00048623.2003.10755225

Good ideas despite being somewhat out of date.

Strang, T. (2015). Improving collaboration among faculty and librarians. Cengage Learning (blog). Retrieved from http://blog.cengage.com/improving-collaboration-among-faculty-and-librarians/

This is a list with additional links to websites with further refined advice.

 Editor. (2016). The best apps for teaching and learning 2016. ALA.org. Retrieved from http://www.ala.org/aasl/standards/best/apps/2016 

This list assembled by librarians at American Library Association contains a lot of educational software published in the last year. There’s also utilities to help teachers stay organized, which works between their smartphone, laptop, tablet, and PC.

Editor. (2016). Best websites for teaching & learning 2016. ALA.org. Retrieved from http://www.ala.org/aasl/standards/best/websites/2016

Like the list of Apps, this is a list of useful websites which both teachers and librarians would find useful in education. A big part of a librarian’s job is to find stuff, but also to remember stuff we find so that when someone says “I wish I could do X” you can actually say “Yes, you can at link Y, and it’s free. I’ll show you.”


Firestone, M. (2014). What is collaborative learning: Benefits theory definition. (Video). Study.com. Retrieved from http://study.com/academy/lesson/what-is-collaborative-learning-benefits-theory-definition.html

This video provides an explanation into collaborative learning and what it really means.

Levine, M. (2016). Collaborative learning in libraries. PublicLibrariesOnline.org. Retrieved from http://publiclibrariesonline.org/2016/06/collaborative-learning-in-libraries/


This article describes the co-learning classes in first web design and coding and later in Arduino (Maker) projects taught at the Chattanooga (TN) public library system. This is pretty short and may lack sufficient depth to recommend to others.

Kruse, C. (2016). Creating collaborative learning spaces in a college library. Ideas.Demco.com (blog). Retrieved from http://ideas.demco.com/blog/creating-collaborative-learning-spaces-in-the-college-library/

This blog post provides pictures and descriptions of Maker spaces in a college library and how those were funded. The article is a bit short though the pictures are useful.

 House, K. (2014). Multnomah County Library turns to 'collaborative learning' to lure teens in, keep them engaged. (Video). OregonLive.com. Retrieved from http://www.oregonlive.com/portland/index.ssf/2014/07/headline_multnomah_county_libr.html
This has a video and an article following it with supporting pictures and a brief quote from the instructor in charge.

Clifford, M. (2016). 20 Collaborative learning tips and strategies for teachers. TeachThought.com. Retrieved from http://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/

A list of techniques recommended to help students learn in a small group environment created through “collaborative learning”. These look useful and can be tested in the real world.

Editor. (2016). Empowering parents with technology. Oppl.org. Retrieved from http://oppl.org/about/library-news/empowering-parents-technology

This article is a post at Oak Park Public Library explaining their program to help parents keep better track of what their kids are learning in school. This is an example of an ongoing program which allows collaboration between librarians, teachers, students, and parents rather than merely another theoretical test using spent grant money. It is pretty interesting.


Nelson, K. (2016). 10 game-changing ways to use an interactive classroom projector. WeAreTeachers.com. Retrieved from http://www.weareteachers.com/blogs/post/2016/02/01/10-game-changing-ways-to-use-an-interactive-classroom-projector

This is an interesting one, because it uses modern digital projectors to create active learning for students. The example provided would be excellent for history, geography, and probably geology too.

Annoyed_Librarian. (2014). Closer to real censorship. [Blog] Library Journal. Retrieved from
http://lj.libraryjournal.com/blogs/annoyedlibrarian/2014/07/14/closer-to-real-censorship/

Anthony, C. (2016). Libraries are bridging the digital divide in cities. Library Vision.org.
Retrieved from http://www.libraryvision.org/libraries_are_bridging_the_digital_divide_in_cities

Barefoot, R. (2016). Week 3: Managing the roles of organizational change. SJSU SLIS 282-10
lesson. Retrieved from https://sjsu.instructure.com/courses/1209014/pages/week-3-
managing-the-roles-of-organizational-change?module_item_id=8754341

Benjamin, K. (2013). 11 book burning stories that will break your heart. Mental Floss. Retrieved
from http://mentalfloss.com/article/50038/11-book-burning-stories-will-break-your-heart

Hernon, P. and Altman, E. (2010). Assessing service quality: Satisfying the expectations of library customers, 2nd ed. [Document]. American Library Association.org. Retrieved from https://www.alastore.ala.org/pdf/9780838910214_excerpt.pdf  

Mies, G. (2016). How to make technology training fun for your library staff. TechSoupForLibraries.com. Retrieved from http://www.techsoupforlibraries.org/blog/make-library-staff-technology-training-fun

Rabina, D. (2013). The dark side of Dewey. MiniStories.Wordpress.com. Retrieved from https://minystories.wordpress.com/2013/12/10/the-dark-side-of-dewey/ 

Tennant, R. (2002). MARC must die. Library Journal, 127(17), 26.




Tuel, Kris

Väljataga, T., & Laanpere, M. (2010). Learner control and personal learning environment: a challenge for instructional design. Interactive Learning Environments, 18(3), 277-291. doi:10.1080/10494820.2010.500546

Summary:

This article discusses the Personal Learning Environment and how to address the lack of “instructional functions” and how that effects the self-guided learner. The findings include the notion that colleges and universities should give students more control over their learning projects, and that the self-directed learners could then continue their Personal Learning Environments and self-guided education beyond the institutional setting allowing them to be lifelong learners.

Evaluation:

I found this article quite interesting because I am a true believer in self-directed education-- to me, it’s the one thing no one can give you, you have to have the initiative and motivation to be educated. This article validates that point, and recommends changes that can be made to help ensure a successful path for a self-guided learner.

Label: IL-PLE

Tuel, Kris

Pederson, P. V. (2007). What is measured is treasured: The impact of the Co Child Left Behind Act on nonassessed subjects. Clearing House, 80(6), 287-291.

Summary:

This article reports on a study of the results of a national survey on No Child Left Behind (NCLB) on non-assessed subjects, such as social studies and humanities classes. The study showed that while the assessed subjects’ scores increased, the non-assessed subjects underperformed. The summation is that the redirected resources towards the assessed subjects is taking away from the non-assessed, leaving a measurable gap in social studies, art, humanities, and technology.

Evaluation:

I have never been a proponent of NCLB because of the way curriculum and instruction is developed around tests, rather than having a broad-serving curriculm. Having worked with teachers that are frustrated with standards-based teaching, I thought this article did a very good job at pointing out some of the learning gaps that have resulted from NCLB’s focus on science and math.

Label: CA-Curriculum Assessment

Tuel, Kris

Roach, A. T., & Elliott, S. N. (2009). Consultation to support inclusive accountability and standards- based reform: Facilitating access, equity, and empowerment. Journal of Educational & Psychological Consultation, 19(1), 61-81. doi:10.1080/10474410802463320

Summary:

This article is about providing equitable services and curriculum to provide education that coincides with the efforts in standards-based reforms as set forth by the No Child Left Behind Act (NCLB). The study included providing consultant services to provide guidance to help educuators meet and exceed assessment goals.

Evaluation:

I found the article quite interesting, and thought the insights into providing consulting services to guide the instructors and administration towards assessment goals seemed like a valuable solution to an ongoing problem.

Label: CA- Curriculum Assessment

Heichel, Paula

ET Tablets
IL

Nicholas, J. A. (2014). iPads in the library: Using tablet technology to enhance programs for all ages. Library Media Connections, 32(4), 30.

Summary: According to the author, internet filters in schools need to be relaxed because they dramatically encumbering access to safe and useful information sources for the learning process. “Think of the iPad as the Swiss Army knife of tablet computers: high resolution display, two cameras capable of capturing high definition (HD) images, a microphone and speakers for effective recording and playback, and Wi-Fi or LTE (3G or 4G wireless signals that connect cellular phones) capability depending on the model” (Nicholas, 2014).

Evaluation: When modern technology is used to engage students in what they perceive as mundane topics, attentiveness naturally increases among the Digital Natives. The components of and iPad or other tablet may change over time, but the access to internet can stagnate public school education. Students will seek information from the web, so let’s teach them how best to search with information and media literacy. 

Sunday, October 30, 2016

Nicole Ogden
CO and ET

Maniotes, L. K., & Kuhlthau, C. C. (2014). Making the Shift: From Traditional Research Assignments to Guiding Inquiry Learning. Knowledge Quest, 43(2-), 8-17.

Summary
Maniotes and Kuhlthau compare the traditional research assignment framework that librarians often work in and propose a more authentic method that mirrors the inquiry process. They articulate how one visit to the library cannot cover all that students need to learn in order to accomplish authentic inquiry. The authors provide six steps to transform the research process and also discuss how the teacher librarian can convince the reluctant content teacher.

Evaluation
The authors perfectly capture the situation that many librarians find themselves in where they are given a small slice of time and expected to teach a whole range of valuable skills to a class in a one time visit. They provide suggestions on how to encourage teachers to partner with the TL on an inquiry process. They also provide some clear activities and steps in the research process that the TL could immediately adapt for the classroom.

Saturday, October 29, 2016

Great Video on Behaviorist Theory

Jeselyn Templin

CO

G., C. [Caitlin G.]. (2015, September 20). The breakdown: Behaviorist theory [video file]. Retrieved from https://www.youtube.com/watch?v=ywfwHL18nFM

Summary:
Caitlin G’s video on Behaviorist theory effectively breaks down the finer points of both Behaviorism and Constructivism by explaining their relationship to one another and how they differ.

Evaluation:
The way she breaks down Behaviorism and Constructivism is very accessible to novices in the field. I appreciate the examples she uses, like Pavlov's dogs to explain response to stimuli, to make sure her viewers understand what she is talking about. By the end of the video I felt well-versed in the basics of Behaviorist theory and ready to research more in the form of scholarly articles.

Connection + Collaboration = SUCCESSFUL INTEGRATION OF TECHNOLOGY IN A LARGE HIGH SCHOOL

Nicole Ogden
CO
Lankau, L. (2015). Connection + Collaboration = SUCCESSFUL INTEGRATION OF TECHNOLOGY IN A LARGE HIGH SCHOOL.Knowledge Quest, 44(2), 66-73. http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=llf&AN=110493163&site=ehost-live&scope=site

Summary
Lankau provides ways for a teacher librarian to reach out to colleagues and create relationships and opportunities for collaboration.  She is positioned at a large high school but her advice can work for any grade level or school size. She has many suggestions from how to plan meetings with different departments, introducing department specific technology and resources and how to get administration on your side. She also has advice for the TL who is just beginning to form these relationships.

Evaluation

This article is a wonderful resource for Teacher Librarians who are in their first years at a position. There are very concrete suggestions that the TL can adapt to connect with their school staff and build opportunities for collaboration. Lankau also provides best practices for just getting started.

Friday, October 28, 2016

New Assessments Help Teachers Innovate in Classrooms

Eric Sanderson

CA / IL

Jayson, S. (2016, October 13). New assessments help teachers innovate in classrooms [Blog post]. Retrieved from http://www.hewlett.org/new-assessments-help-teachers-innovate-in-classrooms/

Summary. In this post on the William and Flora Hewlett Foundation education website, Jayson reports on contemporary models of formative assessment associated with emerging best practices of 21st century learning and teaching. First, Jayson provides a snapshot of formative assessment using digital badges at Del Lago Academy in Escondido, California. Second, Jayson sketches out the development and introduction of periodic “performance-based tasks that can be done in an hour or less” at Two Rivers Public Charter School in Washington, DC. Finally, Jayson summarizes the efforts of Henry County Schools outside Atlanta, Georgia, to follow a “personalized learning model” in which “feedback is the focus.”

Evaluation. While this post does not provide detailed information about any of the formative assessment concepts described above, it is a useful introduction to 21st century curriculum and assessment models and to the variety of schools and districts implementing them. This post also provides a generalized overview of the need for reevaluating formative and summative assessment models during this time of transition in primary and secondary education.

Connecting Community Groups at the Library

Aubree Burkholder

CO

Jarecki, K. (2016, October). Connecting Community Groups at the Library. Retrieved from http://publiclibrariesonline.org/2016/10/connecting-community-groups-at-the-library/

Summary:
The library’s reach isn’t limited to just its walls. The library’s reach should extend to the whole community, and often times librarians can have a difficult time trying to find ways to connect with their surrounding communities.  This article gave great advice and real life examples of how libraries can organize programming and connect with community members and groups.

Evaluation:

I enjoyed this article because I feel that the number one jobs of public libraries should be to make connections to the community that it serves. 

Re-Envisioning the MLS The Future of Librarian Education

Aubree Burkholder

CO

Bertot, J. (2016, January). Re-Envisioning the MLS The Future of Librarian Education. Retrieved from http://publiclibrariesonline.org/2016/01/re-envisioning-the-mls-the-future-of-librarian-education/

Summary:
Exploring the future of public libraries requires us to consider the future of public librarians—and how they prepare for a dynamic and evolving service context.  Public libraries are in transition, bridging the print, physical, digital, and virtual worlds. Taking this into account the article suggests that there are things that both Professors and MLIS students should be doing differently throughout their degrees that will help prepare for the continuously changing library field.

Evaluation:

I enjoyed this article because I feel that it is very apt information for any student currently pursuing their MLIS degree to understand that they will need to be very forward thinking and socially advanced when working in public libraries. 

From Common Core Standards to Curriculum: Five Big Ideas

Gina Ruocco

From Common Core Standards to Curriculum: Five Big Ideas

McTighe, J., & Wiggins, G. (2012). From common core standards to curriculum: five big ideas. Retrieved from:  http://www.stancoe.org/scoe/iss/common_core/ela/ELA_planning_tools/five_big_ideas.pdf.

CA

Article summary:

This article highlighted misconceptions surrounding The Common Core Standards and identified and explained five big ideas that could serve as recommendations for educators working with the Standards. The recommendations are meant to help educators use the Standards in a way that will guide students to their full potential and to ultimately arm them with independent transfer skills.

The five big ideas in the article included :

1. Big Idea # 1 – The Common Core Standards have new emphases and require a careful
reading;
2. Big Idea # 2 – Standards are not curriculum;
3. Big Idea # 3 – Standards need to be “unpacked”;
4. Big Idea # 4 – A coherent curriculum is mapped backward from desired
performances;
5. Big Idea #5 – The Standards come to life through the assessments;

Evaluation:

I found this article extremely helpful in defining sometimes ambiguous educational terminology (standard, curriculum, assessment). I also thought the writers did a great job communicating how daunting it is as a teacher to be presented with new Standards and revamp a curriculum in order to meet the new Standards. The idea that it takes time to unpack the Standards and plan backward is key and could perhaps galvanize administration into providing more time for teachers to backward plan and prepare for the upcoming units.


Tuesday, October 25, 2016

Collecting and Documenting Evidence of Best Practice

Eric Sanderson

CA / CO

Moreillon, J. (2014, November). Collecting and documenting evidence of best practice. School Library Monthly, 31(2), 27-28, 59.

Summary. In this brief article, Moreillon addresses the need for school librarians to take an active role in collecting evidence that demonstrates meaningful learning and teaching outcomes associated with library instruction and with classroom teacher-school librarian collaboration. Using the foundational concepts of evidence-based practice as an organizational framework, Moreillon introduces school librarians to a documentation process that extends far beyond the collection and reporting of traditional school library metrics (e.g., inventory data, circulation data, visitation data). Moreillon provides both broad background information and specific application examples to help school librarians of all experience levels better understand (a) the idea of evidence-based practice and (b) the steps associated with developing and documenting best-practice interactions with students and educators.

Evaluation. Though basic, broad, and brief, I found this article to be a useful complement to the Module 2 component of INFO 250. In other words, it is not enough simply to collaborate with classroom teachers or to create and implement lessons that look good on paper or on a knowledge building center—planning, reflection, and documentation based on evidence-based practice and guided by best-practice principles are fundamental expectations in an education climate marked by accountability. I believe Moreillon’s article is an excellent practical introduction to a complex topic that will grow progressively more important in the years to come.

Memory Care at Your Library

Aubree Burkholder
IL

Brautigam, F. (2016, September). Memory Care at Your Library. Retrieved, from http://publiclibrariesonline.org/2016/09/memory-care-at-your-library/

Summary:
This article outlines the importance of library programming for the community. The programs that are focused on primarily are those that are designed to help those afflicted with Alzheimer’s disease and their families/caregivers to feel less isolated. Programs such as the Memory Project in Waukesha Counties, Wisconsin have enjoyed a great participation rate and successfully helped form new bonds within the community.  

Evaluation:

I enjoyed this article because I myself have known family and friends who have suffered with Alzheimer’s disease and I saw firsthand how difficult it was for their families. I feel that programs like the Memory CafĂ© are great resources for caregivers and sufferers alike to not feel so isolated when dealing with this devastating disease. 

The Maker Movement and the Library Movement: Understanding the Makerspaces Opportunity

Heichel, Paula
ET Maker Spaces
IL 3D Printing
Adam, S., & Dysart, J. (2014). The Maker Movement and the Library Movement: Understanding the Makerspaces Opportunity. Feliciter, 60(1), 11-13.
Summary: A symposium on Creative Making in Libraries & Museums designed and led by the authors of the article garnered valuable insight about the opportunity traditional establishments have used to transform available space into a variety of different maker spaces.  Experts from Canada and the United States share progress made through writing labs, 3D printing and scanning, neighborhood workshops, robotics and off grid access to digital information. The message from the “tips to success” portion of this article emphasizes the process of making something over quickly getting to the end result, or product.  The expectation of failure and experiential learning equals a safe and engaging place where patrons share and celebrate the acquisition of skills and information. The success of the Maker Movement at every level is dependent on activities that allow user, or student-centered learning to engage and motive participants.
Evaluation: The articles gives clear examples and general guidance for using the opportunity the Maker Movement advocates. Good examples of successful maker spaces are explained. Other schools and museums that are incorporating or wondering about the aspects of maker spaces and the resources available to the staff and/or public users will find the article useful. The authors continue to conduct symposiums to advocate this type of networking for libraries, museum and any other institution interested in participating in the movement.
The best advice is at the very end of the article: START SMALL and build-on the positive results.


"HANDS-OFF" TEACHING: FACILITATING CONVERSATION AS PEDAGOGY IN LIBRARY INSTRUCTION

Campbell, Renee

Reale, Michelle. (2016). “Hands-off “ teaching: facilitating conversation as pedagogy in library instruction. Digital Pedagogy Lab. Digital Pedagogy Lab. Retrieved from http://www.digitalpedagogylab.com/hybridped/hands-off-teaching/

Summary:
Discussion on the theory and practice of conversation-led, instead of librarian-led, inquiry. Based on the pedagogy of the radical educator, Paulo Freire, Reale outlines a librarian’s role to not just front-load inquiry “tools”, but to first join in conversation with students to find out what their information needs really are. She emphasizes the importance of creating a safe place, oftentimes by meeting them in their classrooms, “to lay a foundation for students to create their own process, to show them a way to begin, and to reassure them that it is okay not to know what you don’t know”.

Evaluation:
Reale’s article was the perfect balance of inspirational pedagogy and practical application. Coming from a MEd. program ten years ago that focused on social justice education, her article reminded me of why I love teaching. The organic methodology is what I have hoped librarianship could be.

Monday, October 24, 2016

Smartphones give new life to audiobooks

Aubree Burkholder

IL

McClurg, J. (2016, October). Smartphones give new life to audiobooks - usatoday.com. Retrieved from http://www.usatoday.com/story/life/books/2016/10/07/audio-books-sales-growth-smartphones/91132274/

Summary:
This article explains that audiobooks are not an obsolete media, but instead are exploding in popularity and attracting a whole new generation of audiobook listeners. The article also explains that while reaching a new clientele is by far the best aspect of the downloadable audiobooks, the fact that downloadable audiobooks are a fraction of a cost of audiobook CDs are no doubt a great feature as well.

Evaluation:

I enjoyed this article because offers a new hope for audio book lovers that the media will not fall into shadows, and has instead found a new clientele base. I myself have begun using my own smartphone to listen to audiobooks while at work or while driving.  

Sunday, October 23, 2016

Nicole Ogden
ET


Summary:
Palin discusses the value of a learning commons design but argues that there is a need to create quiet zones within the learning commons. While many students will benefit from the collaborative learning environment in a commons, the controlled chaos does not work for everyone. He offers not only a rationalization for the creation of quiet nooks but also offers concrete suggestions for how to create these spaces in the learning commons.

Evaluation
This article acknowledges the value of the learning commons but also draws attention to a population who is not always served by the commons design. He articulates the problem clearly and brings practical solutions  to the reader. A good resource for those who are interested in transitioning their library into a learning commons.

The Flip: End of a Love Affair

Wright, S. (2012, October 8). The flip: End of a love affair. [Weblog post]. Powerful Learning Practice. Retrieved from http://plpnetwork.com/2012/10/08/flip-love-affair/

Summary: This Weblog post discusses a teacher’s experience using the Flipped Classroom and its effect on instruction and education. Wright references a previous post where she describes implementing the flipped classroom and how she enjoyed this method of instruction. The author still holds by everything in her previous post but reflects that the flipped classroom did not provide the “transformative learning experience” she wanted for her students. With a shift from a teacher-centered to a student-centered classroom, Wright’s students took more and more control over their learning. Over time, her role changed and her classroom became one of inquiry and problem based learning.


Evaluation: Wright’s experiences in the flipped classroom are comprehensive and enlightening. It would be beneficial if she expressed how she guided the class (if at all) towards its new manifestation or provided some guidelines on how to shift a class from flipped class to a problem based learning class. Wright could better explain how students took ownership of their own learning. Further, did this effect occur with only one cohort or subsequent classes? This post led me to wonder if Wright’s experiences are common or not or if the flipped classroom is just a step towards something else entirely, rather than an ending point for instruction. 

Seeking and Finding Authentic Inquiry Models

Jacobsen. T.E., & O’Keefe, E. (2014). Seeking and finding authentic inquiry models for our evolving information landscape. Knowledge Quest (43)2, 26-33.

Summary: Jacobsen and O’Keefe suggest two shifts in education of information literacy: metaliteracy and threshold concepts. Metaliteracy is the concept that the Web 2.0 environment is better navigated by learners who are willing and able to reflect upon the interactions they have with and within this environment. Metaliterate individuals adapt to changing technologies and create relationships among related literacies. Threshold concepts are those foundational concepts necessary for understanding a particular discipline. The authors discuss ACRL’s Framework for Information Literacy for Higher Education (2015) as threshold concepts for Information Literacy.


Evaluation: The authors stress using the Framework as a guide to teach information literacy skills. They suggest, along with a focus on metaliteracy that the Framework will push students be engaged and promote authentic inquiry instruction. 

A Pedagogy of Inquiry

Pegowsky, N. (2015) A pedogogy of inquiry. Communications in Information Literacy 9(2), 136-144.

Summary: This article discusses the ACRL’s Framework for Information Literacy for Higher Education (2015) and how teacher librarians can use the Framework to push pack against neoliberal agendas in current pedagogy to reinvent the teacher-librarian role. The article expresses that neoliberalism, which creates a false sense of urgency for changes in higher education, turns education into an economic exchange and vocationalizes education, which the author calls “trickling up.” The author further states that teaching, and librarianship becomes devalued in this economy because librarians do not have clearly defined roles. Pegowsky suggests that we move away from exclusively skills-based instruction and make our pedagogy more explicit, thus enhancing student learning and outcomes.


Evaluation: This article doesn’t provide practical applications for teaching or librarianship, as most research in the field does. Rather, it focuses on underlying ideology that has affected pedagogy and how we teach, to education’s detriment. A philosophy of education drawn out to some interesting conclusions. 

Friday, October 21, 2016

Pop-Up Perfection: Staging a Pop-Up Library

Aubree Burkholder

ET

Fiore, S. (2016, September). Pop-Up Perfection: Staging a Pop-Up Library. Retrieved from http://publiclibrariesonline.org/2016/09/pop-up-perfection-staging-a-pop-up-library/

Summary:
This article outlines the value behind community outreach and making personal connections with members of the community, especially when trying to plan new events or even pop-up libraries. The author gives a good explanation of what exactly a pop-up library is and the role that a pop-up librarian needs to have.  The article also gives great tips on how to promote the pop-up library and the ways to incorporate as many library departments as possible.

Evaluation:

I enjoyed this article because it shines a light on how important community outreach really is. It also gives great tips on how to begin setting up a pop-up library within a community that has never hosted one before. 

Very helpful starter kit for becoming a "connected educator"

Ramos, Tara

IL

Powerful Learning Practice.  (2015).  Connected educator starter kit.  Retrieved from https://dl.dropboxusercontent.com/u/38904447/connected-educator-month-starter-kit-2015.pdf

Summary: This tool kit was designed to accompany the activities surrounding Connected Educators Month in 2015.  It provides an introduction to what a connected educator is and gives about thirty tools and ideas (one for each day os the month) that teachers can engage with to become more connected.  Examples include tips on using Twitter, building your Personal Learning Network, collaborating online, blogging, Wikis and more!  A favorite quote: "To become a connected educator, you must first become a connected learner.”

Evaluation:  I found this kit to be extremely useful as a budding teacher librarian.  It is exactly the introduction I needed to many tools and ideas that I have heard about surrounding 21st century learning and Web 2.0, but that have yet to become instrumental to my practice as an educator.  Just reading through the suggested activities and engaging with several of them, I am seeing a whole new world open to me before my eyes.  I highly recommend this kit to anyone who considers themselves to be at the beginning stages of becoming a 21st century educator.

Cultivating your inner leader

Aubree Burkholder

ET

Brautigam, F. October 2016. Cultivating Your Inner Leader. Retrieved from http://publiclibrariesonline.org/2016/10/cultivating-your-inner-leader/

Summary:
This article points out the fact that most librarians are too busy with their day to day activities to focus on developing supervisory, management, or leadership knowledge and skills. The author lists different blogs and websites that are great resources to help librarians garner their leadership and managerial skills.

Evaluation:

I enjoyed this article because it reminds busy librarians to take time out of their days to work on bettering themselves so that they may better serve their communities. 

Just Say No: Keeping Your Library Drug-Free and Safe

Aubree Burkholder

ET

Lambert, T. (2016, October). Just Say No: Keeping Your Library Drug-Free and Safe ... Retrieved October 21, 2016, from http://publiclibrariesonline.org/2016/10/just-say-no-keeping-your-library-drug-free-and-safe/

Summary:
This article addresses an all too common problem found in public libraries. It outlines some very effective steps to take in order to discourage drug use in libraries such as inviting local police departments to do routine walk-throughs, partnering with social workers, and training staff and volunteers how to recognize and report patron drug use.

Evaluation:

I enjoyed this article because I feel that it gives a plethora of valuable resources and information for library staff to take advantage of in order to recognize and report drug use. 

Don’t Forget Your Emergency Plan

Aubree Burkholder
CA
Epstein, S. (2016, October). Don’t Forget Your Emergency Plan. Retrieved from http://publiclibrariesonline.org/2016/10/dont-forget-your-emergency-plan/

Summary:
This article enforces the need for all libraries, and personal homes for that matter, to have an up to date and accurate emergency plan. It goes on to outline the basic key steps to creating an emergency plan and the necessity to update information such as staff contact and emergency information at least annually.

Evaluation:

I enjoyed this article because I feel that it serves as a great reminder to library staff to ensure that an emergency plan is in place and updated on a regular basis. I feel that having or not having an updated emergency plan could very well be the difference between tragedy and triumph in an emergency situation. 

Political Ethics: Keeping Your Library Neutral

Aubree Burkholder
CO
Hart, A. (2016, October). Political Ethics: Keeping Your Library Neutral. Retrieved from http://publiclibrariesonline.org/2016/10/political-ethics-keeping-your-library-neutral/

Summary:
Librarians like everyone else have opinions about politics and it can be very tempting to express those opinions in the workplace, but this is never a good idea.  Even if a librarian does not outright verbally express their opinions about politics, these opinions may still come through in various ways such as bias book displays. This article explains the librarians’ responsibilities to public and ethical codes that need to be followed in order to best serve the community.
Evaluation:

I very much enjoyed this article because I feel that the political frenzy that is gripping this country at the moment makes it exceptionally difficult for librarians to refrain from expressing their opinions to the public. I feel that this article gives necessary tools to librarians to help them overcome this. 

Wednesday, October 19, 2016

Essential Librarian Skill: Writing

Aubree Burkholder

ET

Griffin, M. (2016, September). Essential Librarian Skill: Writing » Public Libraries Online. Retrieved from http://publiclibrariesonline.org/2016/09/essential-librarian-skill-writing/

Summary:
Informative article about writing being the basis for all forms of communication. This article outlines the many reasons why it is essential for all librarians to possess stellar writing skills.

http://publiclibrariesonline.org/2016/09/essential-librarian-skill-writing/


Evaluation/Opinion:
I enjoyed this article because I have always felt that strong writing skills are something that all librarians and educators should possess, and with the continuous advent of new technologies, I feel that many of these professionals may feel that this skill is of less importance than it used to be. I think it is wonderful that there are still professionals who feel that strong writing abilities are vital to performing their roles and serving the community. 

Resilient Library, Resilient You

Aubree Burkholder

IL

Gutsche, B. (2015, January). Resilient Library, Resilient You - WebJunction. Retrieved from http://www.webjunction.org/news/webjunction/resilient-library-resilient-you.html 

Summary:
An informative article on how to help librarians deal with change that always come with rapidly changing technology.  This article also outlines the models of change that librarians may utilize when faced with new emerging issues. 

Evaluation/Opinion:
I know that myself along with most people have difficulty adapting to continuous change. I enjoyed reading this article because it not only explains that change is both inevitable and continuous, but it also outlines many helpful models for librarians and teachers to adapt to change. 

Monday, October 17, 2016

Beyond the Classroom (HOW LEXILE MEASURES ARE BEING USED IN THE LIBRARY TO ACHIEVE COLLEGE AND CAREER READINESS)

Frey, Jennifer

IL

Smith, M. I., Schiano, A., & Lattanzio, E. (2014). Beyond the Classroom. Knowledge Quest, 42(3), 20-29. Retrieved from http://web.a.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?vid=17&sid=aaa26ac7-0982-4b89-9b80-670687af61fe%40sessionmgr4006&hid=4106

Summary:
                 This article talks about librarians being a driving force in education. It brings up the common core standards and how they have changed the role of the librarian. This article also explains lexile framework for reading. It gives a background on lexile and describes how it is used by educators and librarians to help pair up students with the proper reading materials and increase their readiness for college and careers.

Evaluation/Opinion:
I enjoyed this article because the lexile score was something I was curious about anyway. I liked how it listed both the lexile codes and scores. I think this article could be helpful to future educators/librarians who wanted to know more about the lexile framework.  

Common Core and School Librarians: An Interview With Joyce Karon

Frey, Jennifer

CA

Kramer, P. K. (2011). Common Core and School Librarians: An Interview with Joyce Karon. School Library Monthly, 28(1), 8-10.
Summary:
      This interview explains what common core standards are and how they affect education. The person being interviewed, Joyce Karon, is a former school librarian and advocate for school libraries. She answers questions about the common core and simplifies what it means to teachers, students and librarians. She addresses how they are different from other standards and what school librarians need to know about them. The article also mentions the AASL Crosswalk of the Common Core Standards (http://www.ala.org/aasl/standards/crosswalk), I looked up the website and found some really useful information there for school librarians.
Evaluation/Opinion:
       In my reading plan I had decided I wanted to learn more about school standards. I am not a teacher myself or have any background in teaching so I found this article helpful since it simplified this area I wanted to become more familiar with. For someone with little to no prior knowledge who wishes to see how the Common Core Standards also affect school librarians this article is helpful. I liked the interview format, it made it easy to read and broke it up. I also liked how it encourages school librarians to step up to the plate and start collaborating and learn more about the standards and what they can do to help implement them. 


Friday, October 14, 2016

SAMR and Bloom's


McClanahan, Lydia
ET
SAMR. (n.d.). Retrieved from http://www.schrockguide.net/samr.html

 
Kathy Schrock's SAMR + Bloom's article emphasizes the need for teachers to plan and align redefinition tasks with higher order thinking skills as outlined in Bloom's. She argues that creative tasks outlined in the modification and redefinition levels of SAME  are often limited by the lower order thinking skills on Bloom's, knowledge and recall.  The higher level tech tasks must  be matched by higher order thinking skills for creation and assessement according to Schrock as indicated by the image above.

Schrock's article not only helped my understanding of the SAMR model, but it also reminded
me that in creating rigorous instruction, a variety of  tasks, assessments and types of thinking must be considered.   Schrock's article pushes for a synthesizing of the familiar with what might be considered unfamiliar for many teachers. Introducing technology for some is unfamiliar and Substitution is a comfortable place to stay. Schrock however, helps those of us veterans, who might be used to pen and paper, the traditional, consider how we can use what we know, what we are comfortable with to push towards more innovative, 21st century thinking and instruction.