Saturday, April 29, 2017

Inna Levine

Creating our future: Students speak up about their vision for 21st century learning. speak up 2009 national findings: K-12 students & parents. (2010). ().Project Tomorrow. 15707 Rockfield Boulevard Suite 250, Irvine, CA 92618. Retrieved from http://dialog.proquest.com/professional/docview/1238189801?accountid=143640

IL

For the past 7 years, the Speak Up National Research Project has provided the nation with a unique window into classrooms and homes all across America and given us a realistic view on how technology is currently being used (or not) to drive student achievement, teacher effectiveness and overall educational productivity. Most notably, the Speak Up data first documented and continues to reveal each year the increasingly significant digital disconnect between the values and aspirations of the nation's students about how the use of technology can improve the learning process and student outcomes, and the values and aspirations of their less technology-comfortable teachers and administrators. Students, regardless of community demographics, socio-economic backgrounds, gender and grade, tell year after year that the lack of sophisticated use of emerging technology tools in school is, in fact, holding back their education and in many ways, disengaging them from learning.  The Speak Up 2009 national findings paints a vivid picture of this continuing digital disconnect and also, advances the premise introduced with the data the previous year that by listening to and leveraging the ideas of students we can start to build a new vision for 21st century education that is more reflective of the needs and desires of today's learners. With the 2009 year's findings, the researchers give voice to a new genuine "student vision" for learning and in particular, the student's experience-based blueprint for the role of incorporating emerging technologies in 21st century education, both in and out of the classroom.
Inna Levine

CO-Collaboration Strategies

Subramaniam, M., Ahn, J., Waugh, A., Taylor, N. G., Druin, A., Fleischmann, K. R., & Walsh, G. (2013). Crosswalk between the "framework for K-12 science education" and "standards for the 21st-century learner": School librarians as the crucial link.School Library Research, 16 Retrieved from http://dialog.proquest.com/professional/docview/1509082301?accountid=143640

Within the school library community, there have been persuasive calls for school librarians to contribute to science learning. The article presents a conceptual framework that links national standards of science education ("Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas,") to core elements embedded in "AASL's Standards for the 21st-Century Learner", the standards that guide the teaching and learning of multiple literacies for which librarians are responsible in schools. Based on this conceptual framework, the authors of the article highlight how four middle school librarians in a large school district in the mid-Atlantic region of the United States enact and expand their five roles--information specialist, instructional partner, teacher, program administrator, and leader--while they participate in Sci-Dentity, a science-infused after-school program. They observed clear links between skills, dispositions, and responsibilities from the "Standards." taught and facilitated by these school librarians, to principles in the Framework. The authors contend that the learning of the Standards is crucial to creating and sustaining science-learning environments as envisioned in the "Framework" and argue that school librarians' role in science learning is more vital than it has ever been.

Sunday, April 23, 2017

Mulligan, Kristi
ET
Easley, M. (2017). Personalized learning environments and effective school library            programs. Knowledge Quest.  Retrieved from             http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid  =d1d3c80a-4ad0-4e4a-99f9-9f99a20a9f6e%40sessionmgr101&vid=25&hid=125
Summary:  This article defines personalized learning.  Furthermore it explains the benefits that a student reaps through instruction that focuses on personalized learning and growth.  The article goes on to enumerate the ways in which school librarians hold a position that can be uniquely tailored to support personalized learning.  Emphasis is given to the need for choice and voice when developing personalized learning units.  The article tasks school librarians with preparing a collection, both physical and virtual, which will support student effort.  It also discusses the requirements of the physical space of the library in this educational context.
Evaluation:  I see today's schools and school libraries as institutions that should support individualized learning.  This article speaks to that belief.  In addition to supporting that belief, the article provides reliable suggestions for librarians who are moving in the direction of support for personalized learning.

Enabling Inquiry Learning in Fixed Schedule: An Evidence-based Approach

Mulligan, Kristi
CO
Stubeck, C.J. (2015).  Enabling inquiry learning in fixed-schedule:  An evidence-based       approach. Knowledge Quest, 43 (3). Retrieved from             http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid  =a13fbf00-0ae8-471a-ad35-62ea68311666%40sessionmgr102&vid=14&hid=125
Summary:  As is the case in many K-12 libraries, librarians must adhere to a fixed schedule for class lessons and meeting times.  This causes challenge when it comes to collaborating and co-teaching over a full unit of instruction.  This article addresses the trial and error of one middle school librarian as she sought to overcome the inherent problems of the fixed schedule and such collaborative efforts.  The author chronicles the evolution of a process that she has developed for her site.  She offers insights into problem solving and solutions that have worked for her.
Evaluation:  This is a challenge for many librarians.  I appreciate the honesty with which the author shares her successes and her failures.  I believe that collaboration with classroom teachers on long-term units provides innumerable benefits to students.  Therefore, the suggestions put forward in this article are a genuine assistance to anyone struggling with their own fixed schedules.

1:1 Initiative for Individualized Learning



Mulligan, Kristi.

IL

Aitken, T. (2017). 1:1 initiative for individualized learning. Teacher Librarian, 44. Retrieved from http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid =d1d3c80a-4ad0-4e4a-99f9-9f99a20a9f6e%40sessionmgr101&vid=33&hid=125

Summary: This article describes the role of the library as Future Ready Librarians. It focuses on the Future Ready Librarians’ Framework and the library’s role in Personalized Student Learning. The article relates the specific works of the librarian to the elements therein. The message is the librarian can and should be instrumental in the integration of technology that is part of a 1:1 initiative that supports individualized student learning.

Evaluation: The Future Ready Librarians Framework provides a context in which librarians can see the relevance of their work in the academic world of 1:1. This framework also serves as a means by which librarians can communicate their role to others in the educational fields.

Thursday, April 13, 2017

An Example of Co-Teaching

Mary Fobbs-Guillory

CO

Ainsworth, L. (2016). Teacher and teacher librarian collaborative inquiry. Teacher Librarian, 44(2), pp. 28-31.

This article gives a detailed account of a co-teaching experience between a 5th grade teacher and a teacher librarian in Canada.  The class was studying Inuit culture and the skill of questioning.  The article documents the process of the professionals planning the lesson together and then teaching the class in two groups.  This method is also called Station teaching because the students rotate from being taught by one professional to the next.  The teacher librarian created a short video on challenging vocabulary for students to view ahead of time and posted it to the class blog.  The teachers taught how to ask questions and provided them with question builder frames and rubrics.  They read books, facilitated discussions, and provided artifacts and art prints from the local museum for the students to analyze and develop questions about.

This article gave a very detailed account of the lesson, I felt as though I watched it.  It gave me a full picture of what co-teaching looks like and how fun and powerful it can be.

Education and the Mediated Subject

Mary Fobbs-Guillory

ET

Saul, R. (2016). Education and the mediated subject: What today’s teachers need most from researchers of youth and media. Journal of Children and Media, 10(2). Pp.156-163

Roger Saul discusses how the education system that is still in place in most schools around or country is operating on old understandings of how children work and what they need from schools. He says that researchers can help bridge the divide of where were are now to where we should be by helping educators see the untapped potential of their students and the valuable skills they can contribute to their education. He states that there has been a “mass imposition and perpetuation of a constructed reality...embedded in power relations that have operated to deny in young people a range of options for self-understanding and expression that they might otherwise be entitled to” p.158. Teachers may not even realize they are marginalizing students because they are also being robbed of their agency.

This article echoed a lot of sentiments that I've been learning about in my Young Adults library class and that I have felt as an educator. Students can be very bored with the low level work they are often assigned. They need more of a challenge and they are more committed to that challenge when they have input and autonomy. There are a lot of studies that show the value and importance of inquiry and constructed knowledge, yet it is still not the norm in most schools. I sincerely hope that changes.

Wednesday, April 12, 2017

The Tech Elite's Quest to Reinvent School in its Own Image

Iansito, Karah
CA
Tanz, J.  (2015, October 26).  The tech elite’s quest to reinvent school in its own image.
Wired.  Retrieved from https://www.wired.com/2015/10/salman-khan-academy-lab-
school-reinventing-classrooms/
Summary
This article discusses the influence Salman Khan (of Khan Academy) and others in the tech elite have on curriculum, instruction, and assessment in today’s classrooms.  
Evaluation  (from my essay on the topic of curriculum and assessment)
In exploring the leading education theorists, I came across much having to do with Silicon Valley’s tech elite and their status as education theorists, or at the very least, their huge influence on curriculum in the 21st century classroom.  This is a topic that both fascinates and infuriates me.  I think there are undoubtedly good ideas that can come from those outside of the education field, but our society’s preoccupation with a silver bullet for all that ails the system can be maddening. Too often, this “silver bullet” comes from the corporate world, and is really just a thinly veiled money grab at the students, teachers, and families expense.  In any case, I finally got around to learning more about the undeniably impressive Salman Khan and his Khan Academy.  This led me to see what Khan is up to lately, which led me to an article written about eighteen months ago about Khan’s first brick and mortar school.  I was inspired.  Not because of all the fancy tech, or the fact that there is a thirty minute mindfulness session daily, but because of the school’s attitude.  If there is one thing public education could use, it’s a good old-fashioned attitude adjustment.  (I need to say here to assuage my own guilt at feeling like a traitor to my team:  It is not an easy job to educate publicly the future generation.  Not at all easy.  I will leave it at that for now.)  I have long held the assumption that if my lesson doesn’t go perfectly, the whole thing should go in the trash bin and I should start all over, by myself, from scratch.  But reading this article helped me to look at the experience of designing lessons and working through them as collaborative and experimental, and why not?  It is one of those things that as I type the words here makes so much sense, and I am left wondering why I hadn’t thought of it this way all along.  One of the people working with Khan said of experimenting,

‘It turns a liability of innovation into an incredible gift for students. They’re teaching them how to work in the 21st century workplace.’ In other words, sometimes you don’t break eggs to make a perfect omelet. Sometimes, the whole point is just breaking the eggs. (Tanz, 2015)
I love this attitude towards experimentation.  It speaks to many things we’ve been exploring in this class as well--the ideas surrounding project based learning and student centered learning, for example, as well as the critical importance of reflection after the lesson or unit is “done.”  I am very excited about this topic of curriculum and assessment, which is so fascinating because it was the one I thought I knew the most about when I set up my reading plan.  

If You're Serious About Designing Edtech Solutions, Start With the Learners

Iansito, Karah
ET
Sussman, M.  (2017, February 25).  If you’re serious about designing edtech solutions, start
With the learners.  EdSurge.  Retrieved from https://www.edsurge.com/news/2017-02-
25-if-you-re-serious-about-designing-edtech-solutions-start-with-the-learners
Summary
Sussman speaks about her own experience designing and implementing edtech, humanizing what can be a dehumanized, disconnected, and antisocial experience.
Evaluation
Such an eye opener!  Again, I was lucky enough to have a sort of epiphany as I was reading this article, originally shared with class from Dr. L.   In thinking about the setup of a learning commons at my own school, Sussman’s article really hit home.  From my essay for Module 1 on the topic of Educational Theory and Practice:
Among the many articles I have accumulated on the subject, one in particular stands out for the way in which it frames the whole endeavor of the school librarian as creator and caretaker of the learning commons.  Over the past ten or fifteen years, and certainly of late in my own building, there has sprung up an atmosphere that could be described as sort of “us versus them,” with the tech experts and adopters on one side and the rest of the school community on the other.  It is unfortunate at best and toxic at worst, and can seem insurmountable, erecting a wall between colleagues that hurts everyone involved, not least of all the students.  This article, written by San Francisco Bay area native turned “techie,” Maya Sussman (2017), not only defines the problem I’ve witnessed at work but been unable to identify until now, but she cuts right through the chaff and gets to a reasonable way forward.  Her comments have to do with designing edtech, but I believe apply well to the school librarian as designer of the learning commons:
The good news is that the skills required to be a thoughtful and successful designer are also skills that make us better friends, co-workers, and citizens. A little more empathy, collaboration, and optimism can go a long way in designing more effective learning tools, and in bridging the divides between designers and learners, researchers and educators, and yes, Bay Area natives and techies. (Sussman, 2017)
The “us versus them” feeling has been pervasive, and I’ve wondered at how to bridge that divide.  I think I can be a great asset to my principal in this capacity as a veteran educator in the school.  The simplicity with which Sussman addresses the issue was inspiring to read, and I will keep it close by as I begin to think about designing my very first learning commons.  

Why Technology Alone Won't Fix Schools


Iansito, Karah

IL

Toyama, K. (2015, June 3).  Why technology alone won’t fix schools.  The Atlantic. Retrieved
Summary
Toyama argues in this article that if inequality is what ails public education, technology alone can not help, and, in fact, will only serve to amplify existing inequities.  
Evaluation
Reading this article was a bit of a revelation to me.  I have been an English teacher for 14 years in a diverse socio-economic public school, and have long felt skeptical about the advent of technology in the classroom.  This article named for me what I have been feeling.  I came to the article via a book given to me by my supervisor, Amplify:  Digital Teaching and Learning in the K-6 Classroom by Katie Muhtaris and Kristin Ziemke.


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Tuesday, April 11, 2017

How Librarians Are Fighting Trump: Make America Read Again

Martinez, Evelyn

Rebolini, A., Tyack, L., Ettachfini, L., Sheedy, C., Lawson, K., Skaff, M., Dolan-Sandrino, G. (2017, February 20). 'Not Sitting Quietly Anymore': How Librarians Are Fighting Trump. Retrieved April 12, 2017, from https://broadly.vice.com/en_us/article/not-sitting-quietly-anymore-how-librarians-are-fighting-trump

This article describes how for them being a librarian is political and after Trump became president some librarians decided to take action against his executive orders.  This article depicts how historically librarians have played key roles in progressive movements.

https://broadly.vice.com/en_us/article/not-sitting-quietly-anymore-how-librarians-are-fighting-trump

After Trump Was Elected, Librarians Had To Rethink Their System For Fact-Checking

Martinez, Evelyn


Crum, M. (2017, March 12). After Trump Was Elected, Librarians Had To Rethink Their System For Fact-Checking. Retrieved April 12, 2017, from http://www.huffingtonpost.com/entry/after-trump-librarians-develop-new-fact-checking-system_us_58c071d3e4b0ed7182699786


This is a very informative and interesting article explaining a method that some librarians are using to to distinguish real facts and news from fake facts and news.   Librarians will use a resource called the CRAAP (Currency, Relevance, Authority, Accuracy & Purpose) test created by Meriam Library at CSU Chico to distinguish between fact and fiction.

http://www.huffingtonpost.com/entry/after-trump-librarians-develop-new-fact-checking-system_us_58c071d3e4b0ed7182699786

Information Literacy in Higher Education

This article examines higher education students and their approach for information literacy and proposes that these skills be embedded earlier in a students life.

http://er.educause.edu/articles/2010/3/information-literacy-a-neglected-core-competency

-Yessenia Rivas

Critical Pedagogy in the Classroom

Martinez, Evelyn

A, M. (1970, January 01). Critical Pedagogy in the Classroom. Retrieved April 12, 2017, from http://maljewari.blogspot.com/2013/03/how-does-critical-pedagogy-look-like-in.html

This is an excellent website that offers information, tips, lesson plans and links to other resources to help teachers create a learning environment whereby students are encouraged to become critically conscious and active learners.


http://maljewari.blogspot.com/2013/03/how-does-critical-pedagogy-look-like-in.html

Curriculum Playlist

Curriculum Playlist


Hello Classmates,

I found this article about new way educators in New York are approaching the curriculum. The Playlist method allows them to understand how each child learns information, then pairs them with the adequate resources and lessons for students to learn at their own pace. I think the playlist idea is interesting.

http://www.edweek.org/ew/articles/2017/03/29/curriculum-playlists-a-take-on-personalized-learning.html

-Yessenia Rivas

Critical Pedagogy: Teaching Multicultural Literature in High School

Martinez, Evelyn

The Expanding Canon: Teaching Multicultural Literature - Theory Overview. (n.d.). Retrieved April 12, 2017, from https://www.learner.org/workshops/hslit/session7/

The lesson and video contains lessons incorporating selected works by Octavia E. Butler and Ruthanne Lum McCunn that can be used for the teaching of multicultural literature in the high school setting.  The lesson is written using the educational philosophy of critical pedagogy. 



https://www.learner.org/workshops/hslit/session7/


TL's and Common Core = Co-teaching Expert

Hello Classmates,

I found this article on the SJSU MLK website that dives into the topic of co-teaching with TL, and TL's relationship with the CCSS objectives.

 Morris, R. J. (2012). Find where you fit in the common core, or the time I forgot about librarians and reading. Teacher Librarian, 39(5), 8-12.

-Yessenia Rivas

Co-Teaching: How to Make it Work

Martinez, Evelyn


Peery, A. (n.d.). Co-Teaching: How to Make it Work. Retrieved April 12, 2017, from https://www.cultofpedagogy.com/co-teaching-push-in/

Summary:  This is a good article describing the elements required for successful co-teaching.  The advice offered is basic but offers a good starting point if co-teaching is new to you.

Link to article: https://www.cultofpedagogy.com/co-teaching-push-in/

Harman, Sheila
IL Information LiteracyStrauss, Valerie (2016). The astonishing amount of data being collected about your child, Washington Post, November 12, 2016.

This article from the Washington Post, while it is not peer reviewed, is related to the needs of libraries and the information highway. Access to the internet, to individualized instruction with games and apps have forced private and mundane info into the hands of many.  There are those attempting to protect privacy and many have a hard time keeping pace with speed of data production. It is important to consider the rights of those who do not know what they are providing freely for longitudinal data relating to , for example financial information, for studies to groups like the Gates Foundations and inBloom. They have searchable data sites for governmental use with terms like “disability”, “homeless” and ethnicity.  It all may seem innocent until the info is used against you or a child.

Rating: This is an eye opener! The author provides insight and advocacy around the topic of privacy in our digital age.

School Librarian and Leadership

Thompson, Ayana
CO-School Organization

ROOTS LEWIS, K. (2016). The School Librarian and Leadership What Can Be Learned? (Cover story). Teacher Librarian, 43(4), 18-21.


Summary: Author gives tips on how school librarian can play an integral role in teaching and learning schoolwide. She gives helpful tips on how to interact with teachers, staff, and administration to effect change.  


Rating: I thought the tips were particularly useful for anyone entering the field of education and navigating through the web of personalities and roles at in a school.

Teaching Black Lives Matter

Thompson, Ayana

IL-Media Literacy

Austin, P., Cardwell, E., Kennedy, C., & Spencer, R. (2016). Introduction: Teaching Black Lives Matter. Radical Teacher, 106. doi:https://doi.org/10.5195/rt.2016.340


Summary: The author shows how teaching Critical Information Literacy (CIL) differs from Information Literacy because it involves skills in the reader being able to discern information in  the context of racial and social contexts. From this vantage point, information takes on a new form, and cannot be separated from its roots, often in injustices.  


Rating: This was an excellent take on evaluating information in the 21st century.  As racism is so deeply rooted in the fabric of our educational institutions, it has blocked voices of marginalized and disadvantaged populations from the information systems we place value on.  Today, social media plays a critical role in bringing these voices to the forefront and must have its place among other valid forms of media.

Beware of the Word ‘Flexible’

Thompson, Ayana

Z-Discussions

Madda, M.J. (Apr 11, 2017). Beware of the Word ‘Flexible’: Architect Danish Kurani on Designing 21st Century Schools. Retrieved from

Summary: Architect shows how educational theory and practice are not the only things that are outdated, but also the structures in which we house our students.  He argues architecture needs to adapt to trends in education as well. He warns against using the word FLEXIBLE as it too loosely defines as any design aspect, and supporting student learning outcomes should define the design of a space.

Rating: This was an informative article about how the worlds of design and education intersect.    

Value of Video Games

Thompson, Ayana

Z-Discussions

Carr-Chellman, A. (2016, May 17). Why video games shouldn’t freak parents out. Retrieved from

Summary: Opinion article on why we should embrace what kids like to do-play video games as opposed to educational games, and interact with students at their level instead of trying to impose curriculum or gamify curriculum for them.  

Rating: This was an interesting take on the idea of violent or video games we deem as inappropriate my contribute to learning more about our students and may not do as much harm as we think.  

Personalized Learning

Thompson, Ayana

Z-Discussions

Montgomery, B. & Madda, M.J. (Feb 14, 2016). Personalized Learning: A Waste of Time, or the Answer to America's Education Issues? Retrieved from

Summary: Two opposing viewpoints are highlighted in this podcast.  One argues that growth mindset is key framework in which to build student success, and the personalized learning model can be used to leverage it.  The other view cautions using Personalized Learning as he believed it is a buzz word in education, as is growth mindset.  He asserts that both ideas have not yet proven themselves as measurable for effectiveness or student growth, and will lead to less accountability if adopted too quickly.   

Rating: I really enjoyed the opposing viewpoints shared.  The discussion prompted many thoughts and question about edtech.

The Missing Link in School Reform

Thompson, Ayana

ET-Restructuring
Leana, C. R.  (2011). The Missing Link in School Reform. Stanford Social Innovation review Informing and inspiring leaders of social change. Retreieved from https://ssir.org/articles/entry/the_missing_link_in_school_reform
Summary: Research that shows “social capital” or a teacher’s ability to form relationships and partnerships with others as a necessary investment in school reform.  

Rating: This was a new take on the topic of collaboration as far as it can be measured in the academic setting.  

Coteaching

Thompson, Ayana
CO-School Organization
Moreillon, J. (2016,  October 7) Coteaching: A Strategic Evidence-Based Practice for Collaborating School Librarians Retrieved from http://blog.schoollibraryconnection.com/2016/10/07/coteaching-a-strategic-evidence-based-practice-for-collaborating-school-librarians/
Summary: The author's research highlights how the learning commons (LC) mode; evidence-based practice (EBP); and coteaching  are the 3 measurable differences in student learning outcomes.  

Rating: I thought this was a great summary of the deepest form of collaboration and brief description of how these 3 aspects of space, practice, and behavior work together to impact student learning.

Defining Learner Success in the Digital Age

Thompson, Ayana
CA-Formative and Summative Assessments
Broekhuizen, L.V. (2013)Defining Learner Success in the Digital Age. AdvancED. Retrieved from http://www.advanc-ed.org/source/defining-learner-success-digital-age
Summary: Findings suggest that assessment mirror the innovative thought process that we are seeking to instill in our children, that the learning process should guide educators in finding new ways to assess students.
Rating: Article provides possible areas of research for interested MLIS students.

Mining Data

Harman, Sheila
IL

Zeide, E. (2016). 19 Times Data Analysis Empowered Students and Schools: Which Students Succeed and Why?.

Schools have always held a wide range of data about our children and families: Name, address, names of parents or guardians, date of birth, grades, attendance, disciplinary records, eligibility for lunch programs, special needs and the like are all necessary for basic administration and instruction. Teachers and school officials use this information for lots of reasons, including to assess how well students are progressing. This article makes the case that this data, and all the info generated is super useful. She notes that the tools are at our fingertips and it is up to us to use the info to guide our most needy students. and monitor educator biases. Online tools give students access to vast libraries of resources and allow them to collaborate with classmates or even peers around the world. Some of these online tools also give teachers and parents the ability to access and evaluate student work.

Rating:  This is a clearly written review of some powerful, albeit private, data that is used for the improving student performance. She shows graphs and examples