Exploring mindfulness and meditation for the elementary classroom

Jane Rollin

ET/IL

Routhier-Martin, K. , Roberts, S. K. & Blanch, N. (2017). Exploring mindfulness and meditation for the elementary classroom: Intersections across current multidisciplinary research. Childhood Education, 93(2), 168-175. Doi: http://dx.doi.org/10.1080/00094056.2017.1300496.

This is a review of psychology research that provides evidence that meditation and mindfulness work to balance the often negative effects of students' social-emotional environments, stress, anxiety, and even poverty.

“Overall, the study finds the advantages as corroborated across disciplines encourage use of mindfulness and meditation exercises or schoolwide programs to achieve improved student behavior and academic benefits.”

http://www.tandfonline.com.libaccess.sjlibrary.org/doi/full/10.1080/00094056.2017.1300496

Zepnick, Jaclyn

IL

Ray, M. (2016). Changing the Conversation About Librarians. Retrieved from http://www.schoollibraryadvocacy.org/recent.html

This Ted Talk by Mark Ray is empowering. He discusses the idea of creating “future ready librarians” and how school librarians need to work together in order to connect and be truly transformative district leaders. Also check out his collaborative endeavor: Project Connect.

MENTAL SCRIPTS FOR NURTURING STUDENT DISPOSITIONS OF INQUIRY

Amanda Rude

IL

DONHAM, J. (2016). Mental scripts for nurturing student dispositions of inquiry Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lls&AN=113222014&site=ehost-live&scope=site

This article discusses strategies for teaching inquiry specifically  for the Teacher . Donham refers to 6 dispostions of inquiry and explains each one.  Donham also provides scripts for the Teacher librarian to model to help students habitualize these dispositions.

Computational Thinking and Media & Information Literacy: An Integrated Approach to Teaching Twenty-First Century Skills

DiZazzo, Cynthia

IL

Gretter, S., & Yadav, A. (2016). Computational Thinking and Media & Information Literacy: An Integrated Approach to Teaching Twenty-First Century Skills. Techtrends: Linking Research & Practice To Improve Learning, 60(5), 510-516.

Summary:

In this article, the authors discuss methods that combine creativity with critical analysis, utilizing skills of computational thinking and information literacy to “provide an all-encompassing continuum of 21st century skills” (Gretter & Yadav, 2016, p. 510). The authors describe complementary skills from the College Board CSP framework and the UNESCO framework  and relate these skills to seven big ideas: creativity, abstraction, data and information, algorithms, programming, the internet, and global impact. Finally, they promote the use of Scratch, a programming tool that blends aspects of computational thinking and information literacy while being flexible enough to appeal to a variety of students.

Evaluation:

Although very dense, the information about computational thinking and media and information literacy provided in this article was very detailed and enlightening. Many of us acknowledge that students need to possess research skills, utilize technology tools and be adept at understanding the messages of media in order to find, evaluate, interpret  and synthesize information. However, these authors further insist that educators have a responsibility to encourage students to become knowledge creators, rather than apathetic bystanders who consume information without contribution.

Cover, Sara

IL

Edutopia. (2012, March 14). Singapore’s 21^st century teaching strategies [Video file]. Retrieved from https://www.youtube.com/watch?v=M_pIK7ghGw4

Summary:

This Edutopia YouTube video shows what 21^st century teaching and learning looks like at one school in Singapore. The video highlights students as seekers and creators of knowledge, and teachers as facilitators of this information. In this school they use technology as a way to learn; they do not keep students away from modern technology, rather teachers guide them to use technology in an appropriate, effective way.

Evaluation:

This short video is a great resource when working with schools and/or teachers who are hesitant about incorporating technology into their curriculum. In addition to showing a wide range of ways technology can be incorporated into a classroom, the video also illustrates how teachers should take a step back and position themselves as facilitators rather than keepers of knowledge. With today’s technology, students are more than equipped with the tools they need to seek out information; it is our job as educators to guide them and help them use these tools and their newfound knowledge effectively.

HOW BLOGGING WITH KIDS CAN BOOST COMPUTING, LITERACY AND COMMUNICATION SKILLS

Jeff Johnston

McCollin, Rachel. (August 2016) How Blogging with Kids can Boost Computing, Literacy and Communication Skills.    https://campuspress.com/blog/how-blogging-with-kids-can-boost-computing-literacy-and-communication-skills/ 

Summary:  When students have a forum for publishing, such as a blog, about their academic progress, they become more metacognitive, aware of their audience, critically think about their content, and develop complex communication skills. 

Evaluation:  A straight forward checklist for using blogs with students in a coding class.  Skills transfer across curriculum.  Having students aware of their audience, writing for purpose, reading each others work, and critically thinking on a vehicle (technology) which excites them, makes for engaging learning.  

Digital Literacy and Why It Matters

Jeselyn Templin

IL

University of Derby. (2014, November 5). Digital literacy and why it matters [video file]. Retrieved from https://www.youtube.com/watch?v=p2k3C-iB88w

Summary:
This video is a comprehensive introduction to why digital literacy matters for everyone. It mentions many everyday things that require a certain amount of digital literacy such as filling out job applications online and syncing up your calendar to a friend's in order to make plans.

Evaluation:
I enjoyed this video because it reminded me that not everyone is lucky enough to have been exposed to technology throughout their life like I have. Whether it is because of their age, the amount of technology exposure they can afford, or other life circumstances, the video reminded me that not everyone instinctually knows what to do when they sit down behind a computer. This lesson was especially prevalent for me now, working in the public library with patrons of all different backgrounds. The video effectively reminds people with the privilege of natural digital literacy not to take these skills for granted.

Connected learning

Ramos, Tara

ET, IL

Connected Learning.  (n.d.). Connected learning principles.  Retrieved from

http://connectedlearning.tv/connected-learning-principles

and

Connected Learning Research Network and Digital Media & Learning Research Hub.  (2007). Connected learning infographic.  Retrieved from http://connectedlearning.tv/infographic

Summary: The Connected Learning website provides many resources for teachers who are interested in learning in the 21st century.  The principles spell out what connected learning means for both students and teachers.  For students, connected learning is interest-powered, takes place in the context of peer interaction, and academically oriented.  For teachers, instructional design principles are also provided.  Connected learning environments must be constructed around a shared purpose for both students and adults.  Everyone is learning around a common set of interests and contributing to a common purpose as they learn.  They are also production-centered, meaning that students are actively involved in creation of digital and physical products.  And lastly, they are openly-networked so that the flow of knowledge has no boundaries and students are linked to groups, institutions, etc. beyond the school walls in their learning.  

Evaluation: I find the Connected Learning principles both exciting and daunting. When I read them, I think "Yes, yes, yes!!! This is what should be happening in schools!," the keyword being should.  My on-the-ground experience in schools is that we are far from existing in these connected learning environments.  Teachers are bound by educational policies that encourage them to continue to be the holders of information that they must transport into students' brains.  There have been some small shifts to these type of ideas in recent years, but teachers are still not getting the support that they need in order to become the designers of instructional experiences like those described here. Nonetheless, theses principles are very useful for teacher librarians who work with teachers and can help to build this type of learning environment for at least part of the school year.  

The SAMR Model In-depth

Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR Model as a Framework for Evaluating mLearning. Journal of Asynchronous Learning Networks, 18(2), 79–93. 


I appreciated how this article went into some depth about each level of the SAMR model for technology integration in the classroom with emphasis on the use of mobile devices. In addition to explaining what each level was, it also presented example scenarios for what each level would look like in a classroom setting. It also explored some of the downsides of devices, such as providing distractions from instruction, or problems that arise from everyone not having the same kind. This article is a great resource for anyone looking for a comprehensive introduction to the SAMR model or planning to make use of mobile devices with their students 

The SAMR Model as a Framework for Evaluating mLearning.

Frey, Jennifer

ET

Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR Model as a Framework for Evaluating              mLearning. Journal Of Asynchronous Learning Networks, 18(2), 79-93.

Summary:

This article uses the SAMR model as a framework for learning via a mobile device. It states that substitution is made without functional change, Augmentation is made with functional improvements, Modification occurs since learning activities are redesigned and redefinition occurs since it allows for the creation of tasks that could not have been done without this technology. The SAMR model can be used to assist with decisions regarding how to use mobile devices in education.

Evaluation:

I initially read this article because I had never heard of mLearning and wanted to know what it was. This article not only defined it but gave a great example of how one of the learning models is used to help educators. I liked this article since it went into depth about the use of mobile devices and how the SAMR model relates.

CA-21st Century Standards and Curriculum

St Clair, Deb

CA

Alismail, H. A., & McGuire, P., Dr. (2015). 21st century standards and

    curriculum: Current research and practice. Journal of Education and

    Practice, 6(6), 150-154. Retrieved from

    http://files.eric.ed.gov.libaccess.sjlibrary.org/fulltext/EJ1083656.pdf

Summary:  This article describes how the Common Core Standards support the type of learning necessary for our students in the 21st Century.  

This article provides a very clear connection between 21st Century Skills and the Common Core Curriculum.  There is sufficient, detailed background provided to understand the Common Core and 21st Century Skills.  In addition, the article describes how presenting students with real-world challenges makes learning authentic and engaging.

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

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.

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. 

Collaboration: Co-Teaching

Shibrie Wilson

ET- New Trends
CO- School Organization
CO- Collaboration
IL- 21st Century Skills

 Jones, T. N. (2016, March 14). A Prime Co-Teaching Opportunity. Retrieved May 20, 2016, from http://www.slj.com/2016/03/schools/a-prime-co-teaching-opportunity/#_

Summary:

There is more to collaboration that meeting with a teacher and utilizing resources from meeting to provide to students. Collaboration in fact is a way that many librarians are able to maintain relevancy in California schools. California school are constantly cutting funds to library staff and those who are fortunate jobs are changed to different title. Tara N. Jones discusses her new role in which is no longer a teacher librarian, but being adopted as a "Research Technology Specialist." This provide a large perspective of interaction and libraries contribution to 21st century library. In order to successfully co-teach one must build a relationship with teachers and observing their classrooms to get a personal experience. Becoming familiar with curriculum from all subject aspects. Utilizing technology resources provided in school district is also an important way to collaborate especially for research purposes. Jones, discusses 7 different ways in which student collaboration is effective for students and both teacher and teacher-librarian. All seven concepts are vital for creating a strong and cooperative community. Another positive aspect about co-teaching is that students are able to dedicate more time to assignment because they do not have to wait for teachers for attention. Effective collaboration, also consist of assisting students with journey and assuring they are successful throughout process and providing efficient feedback. 

Reflection:

Wonderful blog, considering that most of info 250 focuses on collaboration and being effective. This was a useful blog and learning seven concepts as to why co-teaching approach is essential for both parties. Co-teaching allows both educators to contribute their expertise. There are many ways in which librarians can help with research aside from being confined to building itself, but actually being hands on with students research and knowledgeable of various subject curriculum.  

 

Engage parents as partners to close the digital divide

Hoff, Jane

IL-21^st century skills

Boss, S. (2016, May 9). Engage parents as partners to close the digital divide. Retrieved from Digital Divide, http://www.edutopia.org/blog/engage-parents-partners-close-digital-divide-suzie-boss

Engage parents as partners to close the digital divide

Summary:  Addressing the issue of 21^st century technology and skills development where low income families are unable to support students due to lack of resources, no access to internet, or only access to digital devices with limited or unreliable access to the internet.  Featured are the innovative efforts of school administrators who recognized the problem, and sought to fix it through unorthodox means.  From programs that put digital devices (laptops or tablets) in the hands of every student to wiring school buses for wifi, the aim is to bridge the divide between the haves and the have nots which still remains to be the most impacting elements in academic achievement.  Ultimately, however, it is clear that without the support of parents, all the efforts of the school/teachers to provide 21^st century resources to their students would not accomplish the goals.  Parents must assume the role of partner with educators committed to learning how to use the devices provided, to understand the value of the technology and skills of the resources provided, and the tools to encourage the development of 21^st century skills in their children.

Review:  The featured educators and programs are remarkable, and should be seen as models or pilot programs for all our schools.  With 51% of public school students living below the poverty line across the nation, it seems especially important to begin providing the resources and technology to help students develop the necessary skills to perform in a 21^st century economy.  Obviously, many schools and school districts do not have the funding to be able to provide devices for every child, but it should be the aim to make 21^st century technology skills a priority.  A large majority of students have some form of personal digital device, but experience limited or irregular connectivity.  Taking a cue from the school district featured in the article, perhaps the solution is not providing devices so much as providing free access to high speed internet year-round.  Also, providing parents and caretakers with free education in the technology skills that their children are learning and expected to use for school work will likely help bolster the students achievement as well as strengthen a foundation for the parents in building a future for their children as world citizens.

Developing legal information literate law students: “That dog will hunt”

Gary Lui

Poydras, P. E. (2013). Developing legal information literate law students: “That dog will hunt”. Legal Reference Services Quarterly, 32(3), 183-201. doi:10.1080/0270319X.2013.820999

Summary
The Poydras (2013) article discusses legal information literacy skills. Most legal research instructors are law librarians or law library staff. Legal research instructors must understand how law students learn in order to teach the skill of legal information literacy to law students. One strategy to teach legal information literacy is active learning. "Legal research classes are ideal for active learning instruction because, as a skills class, most legal research instruction involves interaction and problem solving through assignments" (Poydras, 193). Other strategies also mentioned in the article to teaching legal information literacy is learning style theory and collaborative/problem-based learning. Overall, when legal research instructors use one of the teaching strategies to teach legal information literacy to law students, these law students will become competent legal researchers.

Evaluation
The Poydras article defined what is legal information literacy according to several sources, but the author could have included what is information literacy as defined by librarians too. I think the teaching methods the article shares will be effective in allowing law librarians who teach legal research to help the law students to become legal information literate. The reason why I choose this article is because it does talk about information literacy in the legal profession, even though the article does not mention how law libraries or law librarians can specifically play a role in teaching legal information literacy. Most law librarians do teach the first-year legal research course, and the article does make suggestions to legal research instructors.

Serious Gaming and 21st Century Skills

Samnath, Kayla 

IL: information literacy and 21^st century skills

Romero, M., Usart, M., & Ott, M. (2014). Can Serious Games Contribute to Developing and Sustaining 21st Century Skills? Games and Culture, 10(2), 148-177. doi:10.1177/1555412014548919

Summary:

            This article examined if serous gaming could help develop 21^st century skills. Authors Romero, Usart, and Ott (2014) first define and explain the need for 21^st century skills. 21^st century skills encompass the idea that technology has become “an entire strategy for how to live, survive, and thrive” in this new day and age (p. 149). Younger generations “communicate, buy and sell, search information, and socialize differently” (p. 149). Now a day’s technology has enabled most everybody to not only information share with peers, but with others all around the world. Some sets of skills used as an example are personal skills, social skills, and learning skills. These skills involve “the ability to rapidly filter huge amounts of incoming data; extracting information valuable for decision making, and the ability to separate signal from noise in a potentially overwhelming flood of incoming data” (p. 151). After defining what 21^st century skills are, and why they are necessary, the authors then focus on defining what they mean by “serious gaming”. According to the authors, serious gaming (or SG) is education oriented, and that “games in which education (in its various forms) is the primary goal, rather than entertainment” (p. 151).

            The authors explain how “games enable an active learning approach that encourages critical thinking, group communication, debate and decision making” (p. 167). These mirror what scholars have defined as 21^st century skills. For example serious games have challenges that promote collaboration, competition, strategy and tactics that are used within the mechanics of the game (168). In a day and age where technology is connection everyone, serious games promote these skills and enable massive amounts of learning.

Review:

            I found this article to be quite interesting and helpful. It examined 21^st century skills in terms of serious games. I felt this to be quite important due to the fact that gaming is on the rise. It is very relevant in terms of today’s youth culture. Technology and gaming are synonymous, and this has implemented the need for 21^st century skills.  With new technology emerging daily, the ways people learn and interact with their environment is forever changed.  

            For a reader who is unsure of how to define or examine 21^st century skills, this article does a great job explaining them through the example of serious games. The article offers a large chart on data gathered by the authors that compare certain 21^st century skills to skills acquired through gaming. Some of the major examples used are: Collaboration and teamwork, communication, computer/digital literacy, social skills, creativity, critical thinking, problem solving, self-direction, adaptability, manage and solve conflicts. This article does a great job in assisting novices to understand the importance of 21^st century skills and what they can offer learners.

New Technologies and 21st Century Skills

Boyer, Allison

IL

New technologies and21st century skills. (2016). Retreived from http://newtech.coe.uh.edu/

Summary: This website is part of an ongoing project by the Laboratory for Innovative Technology in Education.  This site provides an explanation of what it means to be literate in the 21st Century, what skills are considered 21st Century, as well as an ongoing lists of resources to help teachers understand 21st Century skills and ways to incorporate these skills in the classroom for student development.

Review: I found this website to be quite helpful in understanding 21st Century skills.  Not only does it provide an in-depth explanation of these skills, especially in relation to the education field, but the list of resources is extensive and ever-growing. It’s this aspect that I found most interesting.  This website is part of a project organized and maintained by LITE, and the list of resources will only continue to grow.  Resource include links to outside website, videos, Google Docs, etc.  This website is definitely one to remember.  

Present Research on the Flipped Classroom and Potential Tools for the EFL Classroom

Nadine Loza
ET, IL

Mehring, J. (2016). Present Research on the Flipped Classroom and Potential Tools for the EFL Classroom. Computers in the Schools, 33(1), 1-10. 

This article is an evaluation of current research on the "flipped classroom" strategy.   The author points to the lack of research done on how teachers of  EFL (English as a Foreign Language) students would benefit from using the flipped model.  The article also offers recommendations and technology tools that could be used and adapted in the EFL classroom.  The flipped classroom is a technique where the teacher uses online video tools to present information to students as homework.  Class time would be used for interactive and engaging activities such as discussions, labs, and group projects.  Recent research conducted on flipped classrooms in K-12 and university have shown positive learning outcomes for students.  Mehring is interested in understanding how English language learners could benefit from this teaching strategy, and offers free technology tools that teachers could use to help adapt their classrooms into a "flipped" model.

In order to truly understand the benefits of the flipped model, more research must be done.  The article points to benefits, however, he focuses on university students in Japan who are studying English as a foreign language.  Mehring should include research on using technology in English language learner classrooms.  The article should also include additional instructor voices on using the flipped classroom.  For example, does it add to their workload?  How many schools and students are equipped with the technology needed for the flipped classroom to be successful?  Overall, the article give a good overview on the flipped strategy and offers free tools that most teachers would find useful.