What Teachers Need from Researchers

Mary Fobbs-Guillory

ET

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

Roger Saul shares that the majority of today’s educators are still operating with archaic understanding of what young people are capable of and how to engage them in school.  He argues that researchers need to provide educators with a better understanding of their students’ potential to make meaningful contributions to their education.  He also shares that teachers may not realize they are marginalizing their students by not allowing students the opportunity to explore their identity and express themselves as they learn in school.

Saul has offers a balanced perspective in his argument as he shares that teachers too are regulated and may not have the autonomy to change how they address students needs.  He shares that districts need to trust teachers more and allow them to do what research says is best for students.  This was interesting to read as an educator because I often felt that in district schools, teacher’s don’t have much of a voice and they have to do what they are told or else find a new school to work at.  It is encouraging that some people see the need to empower teachers who can in turn empower students to be more involved and engaged in their education.

Deeper Learning, Inquiry and the Teacher Librarian

Amanda Rude

ET

Loertscher, D. V. (2016). Deeper learning, inquiry, and the teacher librarian Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=119117881&site=ehost-live&scope=site

This article proposes two new ideas for inquiry. First, a framework for teachers to self-check for areas of proficiency and deficiency according to the  Digital Promise organization's website.  Deficiencies are then to be addressed through Micro Credentials.  Secondly the article discusses how  teacher's and students can utilize a learning commons to deepen their own learning.  An example is provided along with the UTEC maker model.

Inquiry-Based Learning

Kelly Mahoney

ET

1.   Duran, M., & Dökme, I. (2016). The Effect of the Inquiry-Based Learning Approach on Student's Critical-Thinking Skills. EURASIA Journal Of Mathematics, Science & Technology Education, 12(12), 2887-2908.

This article reports on a study done in Turkey which demonstrated that 6^th grade students taught using inquiry-based methods in science and technology classes had greater outcomes in critical thinking and analytical skills than a control group which was taught the same material using traditional, non-participatory methods.

It is interesting to see that this type of research is taking place in other countries and that these educational methods are being examined elsewhere.  It is also encouraging the see that research supports the effectiveness of Inquiry-based learning, even across cultures.

Project-based learning research review: Evidenced based components of success

Andrea Phillips

ET

Vega, V. (2015, December 1). Project-based learning research review: Evidenced based components of success. Retrieved March 19, 2017, from https://www.edutopia.org/pbl-research-evidence-based-components

Summary:

In this article, the author defines Project-Based Learning (PBL) and identifies ways to effectively incorporate PBL into the classroom by citing research in this area. She delineates a seven-step procedure for introducing the problem to students in order to make the project successful. She also describes two key factors in ensuring successful student collaboration: team goals and/or rewards based on individual learning growth, and individual accountability. Different assessment criteria that support student success are also explored. Finally, the author identifies different professional learning networks teachers can use as they develop their own knowledge of project based learning.

Evaluation:

This text provides good concrete ideas for including project based learning in the classroom. The suggestions given in this article are based on the research findings of many different studies and are presented in a way that is logical and clear. This article also links to related article such as "Best Practices Across Disciplines" and "Avoiding Pitfalls" that prove helpful to any educator trying to get started in PBL. I found this particular article the most helpful, but the entire series of postings about PBL from Edutopia are worthy of consideration.

Love the Library: Make It a Game

Post by Lora Poser-Brown

ET

Squires, T. (2016). "Engaging students through gamification." American libraries. March 1, 2016. https://americanlibrariesmagazine.org/2016/03/01/engaging-students-through-gamification/

Overview: After instituting a game based library reading and writing program, the school library attained an 80% student participation level. Since the program was entirely voluntary, the success has been attributed to the opportunity to compete, collaborate, build non-classroom relationships with school staff, and the simple please of playing a game.

Analysis: The school library made itself a relevant, enjoyable place to be by making learning and exploring the library a game. While creating the game was labor intensive, the success was well worth the effort in staff eyes. Furthermore, the improvement in school morale and quality relationships has been viewed positively by the school community.

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.

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. 

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. 

Creating Hybrid Spaces for Exploration

Subramaniam, M. M., Ahn, J., Fleischmann, K. R., & Druin, A. (2012) Reimagining the role of school libraries in STEM education: Creating hybrid spaces for exploration. The Library Quarterly: Information, Community, Policy. 82(2) pp. 161-182.

Summary: This article examines the role of school libraries in STEM education from a sociocultural approach. The article stresses the need for school libraries to create hybrid spaces for STEM education and to maximize the roles school librarians have in that education. The authors propose that teachers and librarians take on an active role in STEM education through advising, collaboration, and technology. The authors further propose that librarians are in a unique position to create an environment for active participation for STEM activities which will further aid students in creating a STEM identity.

Evaluation: Though focused on STEM education, the takeaways from this article really stress basic elements of teacher-librarianship and library space. They stress libraries being active learning commons, collaboration with teachers and librarians advising students on resources and technology to provide transformative experiences for learning. 

Transforming pedagogy: changing perspectives from teacher-centered to learner-centered

Jana Brubaker

ET

Dole, S., Bloom, L., and Kowalske, K.  (2016).  Transforming pedagogy: changing perspectives from teacher-centered to learner-centered.  Interdisciplinary Journal of Problem-based Learning, 10(1).

This article reviews the similarities and differences of problem-based learning and project-based learning, which was interesting to me.  Both are inquiry based, and have similar processes, but different results.  Project-based learning results in a product, or an artifact, while problem-based learning results in solutions rather than products.  One important similarity between the two is the role of the teacher as a facilitator or a coach.  Another similarity is that both are cross-curricular and emphasize student choice.  Both contain what is needed for deeper learning and content mastery.  This deeper learning transfers to other contexts.  

Although research is beginning to show that these models of learning produce deeper learning, they are difficult to implement in schools that are focused on standards-based learning and assessment.  Such a big change in pedagogy takes time.  Teachers need to be able to discuss, think about, and practice teaching in this way before implementing it.  The authors conducted a field study in which they offered an online summer course, with one week of field experience, on both models of learning.  After returning to the classroom, they interviewed the teacher participants to find out if they were using these models of learning. Sixty-four percent of the teachers said that they were still using the models due to the course and field experience and 100% said they would recommend those models to others.

Most of the teachers said it was a great learning experience for them.  They learned how to maintain order in an environment that appears more chaotic.  They were able to focus on critical thinking and problem solving skills in a new way.  They learned how to differentiate and allow students to take control of their learning.  Student participants also had positive experiences.  Classroom climate was reportedly better.  Student-teacher relationships improved too. Overall, the article helped me gain a better grasp of the differences between the two teaching models.

Student as citizen: Teaching critical literacy skills in the library

Esling, Kathleen
ET
Levin, S. J. (2016). Student as citizen: Teaching critical literacy skills in the library. Knowledge Quest, 44(5).

Full disclosure: I worked with Sarah this past school year at the Urban School.

In this article, Levin discusses ways in which students can be taught critical civic literacy (using the Urban School as an example); Levin cites Leahey's definition:

“Critical civic literacy rejects the notion that knowledge can be directly transmitted from curriculum to teacher, from teacher to student in politically neutral, encapsulated forms. Rather, a critical approach to civic literacy insists that students become active participants in constructing their own knowledge and worldviews and use education as a tool to interrogate and confront the forces that both shape and limit their lives” (Leahey, 2011, as cited in Levin, 2016, p. 30).

Urban itself is very focused on helping students become independent, enthusiastic, and thoughtful learners, so helping students develop critical civic literacy is key. Levin writes in this article about ways that school librarians in any school can support the work that students are doing by creating thoughtful displays that support projects or school events (i.e., having guest speakers who share information about current social issues). By creating displays that tie into those events, librarians can help extend important conversations outside of the classroom.

I really enjoyed this article. Having worked at Urban, making sure that I am presenting multiple perspectives and helping students to be informed is really important to me. I could also see how supporting critical civic literacy can be helpful especially during an election year.

Seven Surprising Benefits of Maker Spaces

Brandt, Alisa

Barron, C., & Barron, A. (2016, August 2). Seven surprising benefits of maker

    spaces [Blog post]. Retrieved from School Library Journal website:

    http://www.slj.com/2016/08/technology/seven-surprising-benefits-of-maker-spaces/

ET - Maker Spaces

IL - Motivation

This article reveals the seven physical and psychological benefits of maker spaces in libraries beyond meeting curriculum standards.

Focusing on making brings people into the present moment giving them a break from focusing on the past or future too much. Making is physical and gets people moving, stretching, and standing, which gets blood flowing. Making is dependent upon self-directed engagement and gives people motivation to complete a task rather than having to do a required task. This means that people are learning what interests them and leads to a greater sense of satisfaction. Making uses hand-based activities which gives people a deeper connection to their brain and the development of skills such as visual thinking and problem solving. Making improves mood, giving people a boost of happiness. Maker spaces in libraries create a sense of community and connection which can prevent loneliness. Making “prevents the habit of wastefulness” by salvaging old materials and creating something new (Barron & Barron, 2016).

Evaluation: We are all familiar with the ways that makerspaces in schools enhance student learning and help to meet curriculum standards. It is also helpful to understand the ways in which making, whether it is simple or complex, provides so many mental and physical benefits to makers. In a time when people are increasingly disconnected from others and from the physical and mental processes that keep humans healthy, making provides an opportunity to gain some of this back.

Approaching the inquiry process from a cultural perspective

Esling, Kathleen
ET
Naluai, N. (2014). Approaching the inquiry process from a cultural perspective. Knowledge Quest, 43(2).

In this article, Naluai discusses how Kamehameha Schools revamped their education with inquiry-based practice; beyond this, they also wanted to implement Hawaiian educational traditions alongside inquiry-based practice. To do so, they focused on Eisenberg and Berkowitz's "Big Six" (task definition, information-seeking strategies, location and access, use of information, synthesis, and evaluation) and paired them with Hawaiian words and proverbs. For example, the guidelines for student "practice" is now "Ho’oma’ama’a." (For a complete list of the Hawaiian terms and how they tie into the Big Six, I definitely recommend checking out this article!)

I really thought this was a good article, especially because the author explains how the school wanted to call upon Hawaiian educational traditions and history in order to help their students work with inquiry-based learning. Implementing new technologies or educational theories doesn't need to cancel out a cultural background or focus in school, and I really enjoyed how this school focused on their history as well as the future.

They Do Call it a "Play," Don't They?

Esling, Kathleen

ET

Werberger, R. (2014, May 20). They do call it a “play,” don’t they? EduTopia. Retrieved from http://www.edutopia.org/blog/they-do-call-it-a-play-raleigh-werberger

I actually found this during a quick search while I was working with my partner on Transformation B. This short article discusses how educators can use drama in part of a Project-Based Learning (PBL) unit. As a theatre minor, I wanted to know how drama (a very hands-on subject) could help further a PBL unit's goals.

Werberger describes his approach in using Euripedes's The Trojan Women in a 9th-grade multidisciplinary humanities unit. How could he get kids interacting with the material and thinking in-depth about the content?  Through a combination of performance, research, and seminar discussions, Werberger put together a PBL unit that got his kids working. After learning about different performance artists and styles, students alternated performance and non-performance days. On performance days, students used the text and brought five class-chosen scenes to life. Students struggled with acting and speaking at the same time, so students were divided into "performers" and "readers," with the performers manifesting the action that the readers spoke aloud. The class as a whole would dissect the performance and point to ways that movement could be used differently to bring the text to life properly and convey the most pertinent ideas and emotions from the scene.

On non-performance days, they had seminar discussions about the play. Students were responsible for looking into the history behind the period and the play, and they had to devise their own "driving questions." Researching these questions and posting them on a class site helped shape the performances, and it helped give the students a great deal to discuss in their in-class "Socratic Circles." Putting history and text side-by-side helped the students to understand the play a great deal better.

I thought that this article was a good way to explore how drama has a place in "serious" coursework. (Perhaps this is a touchy subject as, during undergrad, during finals week no one took my finals stress since "all you have to do for theatre is play dress up" -- WRONG!) Instead, Werberger and his students found that using drama can be awkward and challenging at first, but it pulls you in and helps you to find something of interest in the text. It spurred students to connect with the material, making the culminating projects more interesting for them. 

School Libraries and Innovation

Debbie Gibbons

ET - Understanding by Design

McGrath, K. G. (2015). School libraries & innovation. Knowledge Quest, 43(3), 54-61. Retrieved from http://www.ala.org/aasl/ecollab/kq/v43no3

Summary:
The Common Core Standards call for a shift to process and problem-solving. There is a movement to transition traditional school libraries into learning commons. This article proposes a model that combines both trends by engaging students in design thinking and evidence-based practice to transform a school library space. Students interviewed users of the library to develop empathy and define needs. They brainstormed creative solutions and then return to the users for feedback. Working in groups, the students built prototypes of one or more of their designs and shared them with the clients, leading to further revision. After gathering feedback from students, faculty, and the community, design groups read the latest research to identify local libraries where innovation had been embraced and visited those sites. By engaging in learning with purpose, students were motivated to become design experts. The article goes on to describe the essential learning spaces and the role of the librarian in innovative libraries.

Review:
This article explains the concepts of design thinking illustrated by concrete examples of student learning. In a school where a learning commons already exists, this practice could be applied to many other projects. It could also adapted on a smaller scale to younger grade levels. I found this article to be a good combination of theoretical and practical.

Teacher Librarian and Teachers Co-teaching on an Inquiry Cycle

Swenson, L. (2015). Extraordinary Deeds. Teacher Librarian, 42(5), p28-31.

ET, CO

This article offers a practical view of co-teaching from a teacher librarian in Santiago, Chile who sees eight classes a day in her library for mini-lessons and book check-out.  The author describes how she co-teaches, what basic theory is embedded in her practice, what co-teaching models she uses, then lists and describes the lessons she teaches, and finally reflects, evaluates, and offers many general and some specific insights as to her process she underwent, and what could have been and what is different as one co-teaches in varying situations.

Swenson subscribes to Loertscher’s and premises, Beninghof’s co-teaching models, and Eisenberg Big 6 model.  Lessons happen over time as an inquiry, constructed with classroom teachers, and embed language, library, information-seeking and acquisition skills, peer interaction, reflection and evaluation.  Throughout the article, research quotes are provided from librarians, other specialists and teachers, administrators with concerns and comments/evaluations.  Communication with teachers happens in quick informal meetings and by email, and lessons are listed on a communal website that parents can see.  As the article is short, focused, and also includes graphics that could be used for lessons, this article is a useful presentation/outline of co-teaching and collaboration.

posted by Gabrielle Thormann