School Librarian Leadership

Felix Davila III
IL
ROOTS LEWIS, ,KATHRYN. (2016). The school librarian and leadership what can be learned? (cover story). Teacher Librarian, 43(4), 18-21. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lih&AN=114825283&site=ehost-live&scope=site

Roots Lewis discusses key methods of positioning oneself in the best way to achieve success within the school environment through harnessing leadership traits and practices. She focuses on three major steps that can shift librarians into a positive direction. She highlights consistent research as a major key, noting that understanding trends, changes, resources and advancements informs and prepares practice. She acknowledges that relationships with the principal are crucial. Knowing that librarian goals are in line with the principals mindset can do wonders for progress. She is also a proponent for “highlighting” one’s program, not being afraid to sort of brag or at least showcase what the library does. This all combines to show the library can be important and a difference maker.

I appreciated Roots Lewis’ take mainly because I have seen it first hand. At my job, the principal is incredibly supportive of our efforts and enjoys that the library staff is passionate about work. In addition, our work is constantly displayed or highlighted in faculty emails and newsletters, to not only show what work is done, but to show that the principal fully backs what is done as well. This article was very important to me, as it reminds us to consider how much librarians can positively impact their own situations.

Roys, Kelly

Heider, K. L. (2009). Information Literacy: The missing link in early childhood education. Early Childhood Education Journal: Springer Science+Business Media, LLC. doi: 10.1007/s10643-009-0313-4

Summary: Heider's research focuses on the necessity of early education to focus on reading to learn instead of learning to read with the assistance of greater informational texts. The library media specialist is a critical component as she argues that quality school library programs are advantageous in the learning environment. She describes three models of planning and reflection for the educators to ensure deeper learning.

Evaluation:  The article stresses the importance of Common Core learning standards and Library Instruction and Program Standards. It is important to see how the reflection process plays a part in learning and teaching. The idea of the models provides context for how to begin thinking about constructivist theory in education.

SC Study Shows Link Between School Librarians and Higher Test Scores

SC Study Shows Link Between School Librarians and Higher Test Scores

Alison Dinicola

IL CA

Gavigan, K. & Lance, K.C. (2016). SC study shows link between school librarians and higher test
scores. School Library Journal.  http://www.slj.com/2016/03/literacy/sc-study-shows-link-between-school-librarians-and-higher-test-scores/#_

Summary:
This article discusses the importance of school librarians and libraries on student success on tests. South Carolina Association of School Librarians (SCASL) worked with RSL Research Group, in 2013, on a study showing the importance of school librarians and library programs. This study documented how school libraries have added to the success of students on test for English language arts (ELA) and writing standards. Data was taken from results of the South Carolina Palmetto Assessment of State Standards (PASS) for elementary and middle schools, and South Carolina High School Assessment Program (HSAP). Schools, with full-time librarians and at least one assistant, either full-time or part-time, had students that showed more strength and less weakness on PASS writing standards. Higher spending on libraries showed significant strengths on student test achievements. This study showed that collaboration between librarians and teachers help students develop "information literacy skills." The schools that excelled had 20 or more hours of librarian instruction. Study, also, found that this successful schools had an overall checkout of 20,00 items or 36 checkouts per student. Other areas of data were on collection size for both books and ebooks, access to computers, and frequency of library visits. School administrators found that library visits that were based on needs as compared to fixed times were more effective on students' success. High achieving schools had 4 or more library visit per week in elementary and middle schools, and 15 or more visits in high schools. Administrators valued the library policies and practices and saw school librarians as having a leadership role at their schools.

Review:
I found this article up-lifting in that it showed how important school libraries and librarians are to the success of any type of school, elementary, middle, or high school. Many districts and states feel that a school library can be run by anyone on the staff. However, this article showed that professional librarians are essential to a high achieving school. In the school district I work at, library assistant have been cut back due to the budget and one librarian could be working at several schools within one week. In fact, I work at 3 different schools over 3 1/2 days of a week. This article showed how important a library and an assistant is to each school. Having a librarian onsite all week, working along side the teachers, gives students the structure and support they need to meet today's 21st Century Skills. This article reinforces the concepts Dr. Loertscher teaches of coteaching and collaborating between librarians and teachers. The more we work together the more our students will succeed. I appreciated the administrators that felt their librarians were the center of their schools success. This article is a great resource in support of school libraries and librarians for successful schools, teachers, and students.

The information-seeking behavior of grade-three elementary school

Kari Nelson

IL

REFERENCE

Nesset, V. (2009). The information‐seeking behavior of grade‐three elementary school students. Proceedings of the American Society for Information Science and Technology, 46(1), 1-3.

SUMMARY

Nesset discuss the importance of introducing and experiencing print and electronic sources from a young age. From this study, information seeking in the elementary school is represented in a three phase model: preparing, searching and using.  The preparing stage being the direct instruction of needed vocabulary and steps to complete the process.  The searching stage being the physical action of searching and the using stage is applying what the students learned.  Information seekers in elementary schools need exposure to the three phases early so they can build upon them in upper grades.

EVALUATION

I liked how this article shows that young students are ready to be educated in information seeking. As an educator, I see that children such as kindergarten and 1^st grade don’t complete research because it is “too difficult”. This article shows that we are in a time where they have been prepared for technology and just need the opportunity to have experience with it.

A Collaborative Approach to Implementing 21st Century Skills In A High School Senior Research Class

Bullard, Sherrie
IL, CO

O'Sullivan, M. K., & Dallas, K. B. (2010). A Collaborative approach to implementing 21st Century skills in a High school senior research class. Education Libraries, 33(1), 3-9.

Summary:
In this article the authors discuss that businesses and higher education leaders are looking for students with the ability to evaluate and analyze information and to use this information to solve real-world problems. These are the information literacy skills students need for the 21^st century. However, several recent studies on the ability of college freshmen to handle the rigor of college courses and research indicate that high school students are not being adequately prepared to apply these skills. The authors provide a case study of a collaborative effort between an English teacher and the high school librarian to better prepare high school seniors on how to locate reliable information, analyze the information and then determine how it can be applied to solving a real world issue or problem.
This article focuses on how a high school research paper class, as an example, can be designed and structured to give high school seniors an opportunity to experience what college level research and writing involves.
High school students need to be taught these sophisticated “higher-order” skills, such as the ability to locate and analyze complex information in order to solve real world problems.


Evaluation:

This class is not just about writing a longer research paper (10 to 15 pages). The intent of this class is to introduce high school seniors to what it is like to search a subject in depth, to formulate research questions and develop curiosities that go beyond the basic facts of a topic. By breaking the research paper process into a series of steps with individual, specific due dates, the teacher has been able to stress the importance of time management and developing effective work habits. These skill, in addition to the research skills involved, are critical for seniors as they prepare to make the transition to college. They also use the teacher librarian to help teach these skills. It’s like they took a “Bird Unit” and turned it into a “Big Think”!

Academic Skills on the Web Are Tied to Income Level

Poundstone, Heather
IL

Rich, M.  (2014). Academic skills on web are tied to income level.  The New York Times. Retrieved from http://www.nytimes.com/2014/09/24/us/academic-skills-on-web-are-tied-to-income-level.html?_r=2

Summary:

Rich explores research showing that wealthy students are more likely to achieve better results on tests than poor students.   It goes onto further explain that with the advent of the Internet, new research has found that poorer students have a harder time than their wealthier peers in using information literacy skills to find information.   This research was done by Donald J. Leu for the Reading Research Quarterly, using a small sample of students.  It shows that all students lack information literacy skills, but there is a wider gap between wealthy students and their poor counterparts.  The research shows that while students may be tech savvy and able to use the Internet for social media, they are unable to access reliable information.   The research focused on seventh-graders from two Connecticut middle schools, analyzing their test scores and information literacy assessments.   Students who came from homes from a higher socio-economic status exhibited skills somewhat more than an extra school year’s worth of online reading ability compared to students from a middle class background.    The researchers were unable to study students from a lower socio-economic status.  Rich explains that information literacy skills are necessary for students to be successful in school and beyond.  He further explains that most teachers do not teach these important skills due to the fact that they misunderstand their importance and how these skills can be used in education.  They also assume that students can navigate the internet to meet their information needs.    The research also found that students in the lower income school were required to use the internet for school assignments 22% less than their wealthier peers.   Even though the wealthier students spent more time on the Web finding information, when assessed as to whether they could determine the reliability of facts on a web page, only 25% were able to do so.  16% of the lower income students were able to complete the same assignment.  The research found that the gap between these student’s skills was smaller than anticipated.   Some schools are expanding their information literacy instruction, but with the implementation of the Common Core Standards, many are concentrating on text based learning.   Teachers do not realize that students have difficulty evaluating sources for reliability, whether it is textual or digital.  Both are important and should be taught.   

Evaluation:

From my readings that I have completed in the course of my time at SJSU, I was not surprised by the findings of this research.  Numerous research has pointed to the fact that most people have difficulty with information literacy skills, even graduate students.  I did expect there to be a gap between wealthier students and poor students due to the fact that wealthier students have far more opportunities to interact on the Web.  Having worked in inner city education for the past 16 years, I have seen the disadvantages that poor students face.  Most of them have limited access to technology and the Internet at home, come from backgrounds where their parents have limited education and are unable to help or motivate their children, and where children have few literacy opportunities at home.  I was somewhat surprised that wealthier students did not have better information literacy skills, but it proves the point that people are generally overconfident in their ability to find reliable information.  This is why teacher librarians are important and these skills should be taught from kindergarten on!   Imagine if every school had a teacher librarian and students were taught information literacy skills from day one.  Students would be information literacy experts by the time they graduated from high school and have the 21^st Century Skills they need to be successful!  I think that this article does a good job in pointing out the importance of teaching all students these valuable skills and hopefully school districts will start listening and make this a priority by hiring credentialed teacher librarians for every school!

Can Any School Foster Pure Creativity?

Shawn Pomatto

IL

Soling, C. (2014). Can any school foster pure creativity? Mind/Shift. Retrieved from http://www.google.com/url?q=http%3A%2F%2Fblogs.kqed.org%2Fmindshift%2F2014%2F03%2Fcan-creativity-truly-be-fostered-in-classrooms-of-today%2F%3Futm_source%3Dfeedburner%26utm_medium%3Demail%26utm_campaign%3DFeed%253A%2Bkqed%252FnHAK%2B%2528MindShift%2529&sa=D&sntz=1&usg=AFQjCNHR8pcR4DeAfPVpEWEozd3Dj7QxnQ

The question is how can we promote creativity in schools?  Studies show that creativity can lead to innovation and problem solving capabilities.  So how can we provide an environment which nurtures this type of growth?  The problem is that schools are designed around discipline and rigidity of rules enforcement. Standardized tests results try to suggest that creativity can be measured by a single number.  That is impossible.  Creativity is not designed to be defined by one single definition.  If we are to teach creativity in a school, then we must make fundamental changes in the way in which a school operates.  Creativity is reliant upon unconventional means.  it is the invention of something new and unique.  Therefore a school who doesn't embrace differences, but instead relies upon maintaining order, may not be the right environment for fostering creativity.

What one needs to realize is that we cannot simplify change by only attacking curriculum.  We must also shake the very foundations from which schools are run.  Promoting creativity must be all inclusive and not merely specific to the confines of a classroom.  The entire school needs to comply with the movement in order to significantly make a difference in the lives and learning experiences of students.  Previous standards based tests frowned upon failure.  It was not o.k. to miss test questions.  When in reality, we learn best when we have experienced failure, as we now know what steps will bring us to failure, and which steps will bring us success.  Failure is a necessary step in the process of learning.  If we are to successfully promote creativity in schools, then we must be prepared to let some of the control escape our grasps, and allow that control to be embraced and facilitate by our students.

Refreshing Information Literacy.

Young, Alice

IL-Creativity 

IL-Research about IL

Refreshing Information Literacy.
Martin, J. (2013). Refreshing Information Literacy. Communications In Information Literacy, 7(2), 114-127.

Models play an important role in helping educator implement and promote information literacy. Over time models can lose bearing with the advances in technology, society, and learning theory. Practitioners and scholars often call for adaptations or transformations of these frameworks to articulate the learning needs in information literacy development. This study analyzes four recently published models from the United Kingdom.

The article presents complementary, yet distinct findings from data that focus on reoccurring themes for information literacy practitioners. The author suggests revising models is a way to refresh information literacy. Most of the models creators view their work as a continuous process of improving information literacy guidelines, considering that information literacy is an evolving concept and as such professionals should continue to adapt guidelines to keep amidst. Such practice will insure frameworks are current and motivating to the progressing community.

Information Literacy: Toward a Cultural Model.

Young, Alice

IL-Creative Thinking 

IL-Research about IL

Information Literacy: Toward a Cultural Model.
Montiel-Overall, P. (2007). Information Literacy: Toward a Cultural Model. Canadian Journal Of Information & Library Sciences, 31(1), 43-68.

Information literacy has become a powerful concept for library and information science professionals. However, information literacy must take into account culture to meet the challenges of a global society. This paper argue that a new framework is needed to move the discussion of information literacy from a conceptual understanding to a model that identifies the influence of culture on how individuals think about and make meaning from information, and how they comprehend and use information. Pedagogy for a cultural model of information literacy grounded in constructivist learning theory is proposed for the LIS profession.

The author a shift to a new paradigm requires the consistent use of a vocabulary that reflects thinking acts rather than behaviors. Strategies for a cultural model of information literacy to become more knowledgeable about learners’ backgrounds, so to develop a deeper understanding of diverse perspectives that come from communities of learner thinking together. The author suggests that potential of librarians to affect change in communities is powerful and profound.

Reinventing classroom space...

Young, Alice

IL-Research about IL
IL-Creative Thinking

IL-Creativity

Reinventing classroom space to re-energise information literacy instruction
Julian, S. (2013). Reinventing classroom space to re-energise information literacy instruction. Journal Of Information Literacy, 7(1), 69-82.

Librarians in academic settings spend a significant amount of time teaching students information literacy skills. Teachers adapt their teaching activities to the constraints of the physical setting of the classroom. Brigham Young University's Harold B. Lee Library modified a classroom from a traditional lecture room to a room where the seating was mobile. The teachers and students were observed and surveyed to see if the change in physical environment impacted the teaching style or learning activities used. The findings indicate that teachers use familiar routines and lessons in both a traditional lecture-style classroom and a newly-designed flexible learning space as they present information literacy instruction.

The research implies that changing the classroom seating from static to flexible had a positive impact on teacher and student. The article suggests that lecture-based teaching style may be efficient, but it does not give students what they need in this technology-driven age. This area of study was interesting and encouraging in that it provides a hopeful voice for the small changes that may impact student learning positively. With the minor change in furniture rearrangement and redesign, the classroom became a flexible learning space that will increase student satisfaction and engagement.

Mapping the terrain: Educational leadership experiences in K-12 virtual schools

Angela Brugioni

IL–Research about IL

ET–New Trends  

LaFrance, J., Beck, D. (2014). Mapping the terrain: Educational leadership experiences in K-12 virtual schools. Educational Administration Quarterly, 50(1), 160-189.

Transformative technology, hyperconnectivity, and the new digital information landscape are a few of many factors contributing to why education and learning is shifting to an online environment and culture. The focus of this article is on how educational leaders are planning for and preparing to meet this change. A history of 21^st century standards development and the qualities needed for leadership for each of these standards is described in the article in order to present a comprehensive foundation and argument for the importance of strong direction and leadership guidance. Terminologies such as virtual or blended, synchronous or asynchronous are also reviewed.

In light of this educational shift towards technology the question arises, are educational leaders prepared and how are they preparing?A review of leadership training programs reveals that “high quality programs must include relevant internship experiences,” but this article specifically considers if and how leadership programs are utilizing virtual field experiences in their training curriculum. Assuming that at some point leaders will be asked to make judgment calls on curriculum involving technology, for example to decide between a virtual or blended learning environment, it seems fair to argue that a variety of experiences is necessary to better prepare leaders to make informed decisions. But of the reporting programs who participated in the study only “nine percent (14/159) of respondents offer some type of field experience in K-12 virtual school settings.” Some reasons why virtual field experiences were not included in programs included the belief that face-to-face experiences were more valuable and that leaders need to develop face-to-face communication tools. 

Though it is challenging to develop training programs and there are relatively few schools that do have virtual learning experiences, many of the reporting schools thought that this type of training is needed and quite a few described working towards developing this curriculum. The schools that do have these programs are considered innovative, and ultimately this is an essential quality in good leadership and education. 

Exploring the Use of the iPad for Literacy Learning

Young, Alice

IL-Research about IL
IL-Media Literacy

Exploring the Use of the iPad for Literacy Learning.
Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the Use of the iPad for Literacy Learning. Reading Teacher,66(1), 15-23. doi:10.1002/TRTR.01090

The goal of this article is to explore how a fourth grade teacher could integrate iPads into her literacy instruction to simultaneously teach print-based and digital literacy goals. The teacher used iPads for a three-week period during her literacy instruction and selected apps that provided unique approaches to helping the students meet their literacy learning goals. An explanation of how to develop lessons that meaningfully integrate iPads is presented, as well as lessons learned from the project. Because iPads and similar tablets are relatively unexplored as tools for literacy learning, this work may provide a foundation for teachers and leaders making decisions about whether mobile devices such as these can be useful in literacy classrooms.

The author discusses advantages of using iPads for literacy instruction. Considerations for integrating tablets, such as the iPad, into literacy instruction are provided. Suggestion for moving ahead with iPads for its viability features which may be useful in helping develop instructions. The investigation found that using iPads for literacy instruction not only supported student learning, but students were also highly engaged and able to demonstrate unique and creative ways of responding to text using a technology tool that offers some unique affordability to users.

Web 2.0 and Information Literacy...Aligning Technology with ACRL

Young, Alice

IL-Constructivism and IL
IL-Research about IL

Web 2.0 and Information Literacy…Aligning Technology with ACRL Standards

Magnuson, M. (2013). Web 2.0 and Information Literacy Instruction: Aligning Technology with ACRL Standards. Journal Of Academic Librarianship, 39(3), 244-251.

The purpose of this article is to report on how Web 2.0 tools in an online information literacy instruction course aligned with ACRL's Information Literacy Competency Standards for Higher Education. A study based on an online course related to information literacy instruction was implemented. The educational theory of constructivism and its undertaking to reflection, active learning, and social interaction was used to find patterns in the case data. The activity theory was used as framework for data analysis and interpretation related to the patterns of activities. The standards were associated to collaboration, information organization, creativity, discussion, and technology education.

The study showed that Web 2.0 tools can be useful for helping students meet many of learning outcomes outlined in the ACRL standards across all five standards, fostering learning not only with technology but also with information organization, retrieval, evaluation, and ethics. This article offers a starting point for choosing appropriate Web 2.0 tools for pedagogical needs to enhance students.

Partnership for 21st Century Skills

Parker, Linda

IL

http://www.p21.org/

     Noted above is the official website of the Partnership for 21st Century Skills group.  The sites gives specifics regarding what the 21st century skills are and why they're needed.  I found it very informative and helpful for those of us who might be novices.

School Libraries and Increased Student Achievemnt: What's the Big Idea?

Tami Sickels
IL-Research About Information Literacy


Scott, K. Poulder, L.  (2007).   School Libraries and Increased Student Achievement:  What's the Big Idea?  Education., 127(3), 419-439

This article, which was written as a paper, shows the research being done to move school libraries from the reputation of being a place of quiet place of order where the librarian sat behind a desk and offered very little assistant to students to a place where collaboration and activity are encouraged. 
The purpose of this research was to answer several questions about library learning and informational skills in students.   There is a brief history of the history of the public school library program and also the impact that No Child Left Behind (NCLB)  has had on the school library.  The writers tell the process of developing the curriculum for the library and boost student achievement.  This is an ongoing process.  This paper and study were very interesting to me because there are so many libraries that are not trying to boost development of student information literacy and the library program in these schools do not cover topics across the curriculum and cover standards in other curriculum areas besides the library.  This was a great study to introduce what's being done in some of these libraries to make things better.  

Online Virtual Environment Game Used to Teach Information Literacy & Technology Instruction

IL

Kowalsky, M. (2009). A quest for information literacy skills. School Librarian's Workshop, 30(1), 16-17.

This article relays the details of a program created by researchers at Indiana University for youth, ages nine to fifteen.  The program, an online virtual environment called Atlantis Quest, invites students to conduct a variety of educational and research-related tasks in order to provide useful information and assistance to the fictional residents of Atlantis.  There are 500 quests from which youth can choose, all of which are based on skills driven by the curriculum and real-life situations.  Their purpose is to promote research, information literacy, writing skills and mathematics.  Additionally, the games emphasize safe online navigation, compassion, cultural sensitivity, cooperation and more.  Participation in the games requires critical thinking skills and thoughtful responses, rather than simple one-word answers or quiz formats.  Students use online role-playing to interact with both the game’s fictional characters as well as other participants, such as teachers.  Teachers participate by assisting students with the quests and assigning quests that are suited to the current curriculum.  Online assistance is also available to students in the form of the Council and the Elders, two participant groups in the game that are comprised of teachers and volunteers, respectively, and which are meant to provide feedback on the students’ performance.  The article relays that this form of information literacy instruction is becoming increasingly popular.  Currently, over 10,000 people internationally have begun using the program and the Atlantis Quest researchers and developers have been awarded a 1.8 million dollar grant to expand the project.
This program's creative approach toward information literacy instruction is worth the read, though I was disappointed that the author didn't share any actual findings about Atlantis Quest's actual efficacy.

Incorporating Information Literacy into the high school curriculum

Ringwood, Jessica

LaForty, J. (1998). A new literacy for a new age. Emergency Librarian: 25(8), 8-10.

Summary: This article outlines the reasoning behind offering an information literacy course to high school students as well as a brief outline of the components of such a course. 

Evaluation: Of particular interest in the article was the language and rationale LaForty uses to promote her course; it could be very helpful for teacher-librarians hoping to secure funding for a similar course on their campus. I LOVE this idea!  From the reading I have done, it seems that students are not arriving at college with decent information literacy skills.  I think librarians have to recognize that before the Common Core, teachers at the high school level don’t necessarily consider information literacy skills a part of their content (I think English teachers do, but other subjects focus more on content). Since the Common Core is not going into effect in California until 2014, this article is a timely reminder of skills that students and teachers need to be well-versed in.  Offering this kind of course on a high school campus seems like it would be very helpful.  I also think that the school site librarian could utilize these ideas and teach similar mini-courses to teachers, so that teachers could understand how to instruct their students in information literacy skills. 

Informing information literacy program planning

Ringwood, Jessica

Islam, R. L., & Murno, L. A. (2006). From perceptions to connections: Informing information

literacy program planning in academic libraries through examination of high school library media center curricula. College and Research Libraries: 67(6), 492-514.

Summary: This article is about college librarian efforts to isolate information literacy skills that students should be taught in high school.  The librarians used a survey to identify which skills students were missing.

Evaluation: I thought this would be helpful because I intend to work at the high school level.  This article helped me to see the problems I will face and some solutions to those problems.  One of the most interesting things I learned from this article is that the ETS (Educational Testing Service makes the Praxis and the GRE exams) created an information literacy exam for high school students; I want to get my hands on a copy of this!  I would love to use it as a pre-assessment for senior classes so we can see what we need to teach before they graduate from high school.  I looked it up on their website and it is called the iSkills Assessment.  http://www.ets.org/tests_products

Closing the 12 - 13 Gap Together: School and College Librarians Supporting 21st Century Learners.

Frederick, Lauren

Oakleaf, M., & Owen, P. L. (2010). Closing the 12 - 13 Gap Together: School and College Librarians Supporting 21st Century Learners. Teacher Librarian, 37(4), 52-58.

Summary: 

This article is a syllabus study, that demonstrates what sutdents need to know and do to be successful during their first semester in college, and how to close the gap between Freshman year and their senior year in highschool. The authors have surveyed college faculty about what they expect from students and gathered anecdotal descriptions of student skill deficiencies noted by both teacher-librarians and college librarians. These evidence-based studies provide concrete data that can be used to advocate for increased information literacy instruction on both sides of the 12-13 gap. This study also has implications in the high school context and the evidence can be used to improve 21st century skills instruction at the high school level.

Evaluation:

This article is an interesting take on 21^st century skills, as it actually provides a tutorial for teacher-librarians as to how to evaluate the students at their own schools to find out how to prepare them for the first year of college. Looking at syllabi and Freshman requirements, the step-by-step process described in this article can help both the teacher-librarian and the college library partner improve the critical areas of instruction 21st century learners deserve.

Learning 21st-century skills requires 21st-century teaching

Frederick, Lauren

Rosefsky Saavedra, A. & Opfer, V. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8-13.

Summary:

The article discusses the higher-order thinking skills which the authors believe students ought to be learning in the 21st century. The authors offer nine steps to increase students' learning outcomes regarding various thinking skills such as critical thinking, student collaboration, and effective communication. Topics include the use of educational technology, the practice of making curriculum contextually relevant to students' lives, as well as the encouragement of learning transfer in which students can transfer their skills and knowledge to different environments. Students are not developing the skill because they are not being explicitly taught.

Evaluation:

This article is a great resource to fully appreciate the benefits of 21^st century learning and teaching. It states that despite the challenges, we can educate students differently. Learning scientists have taught us nine lessons relative to teaching 21st-century skills. All of the lessons are about how students learn 21stcentury skills and how education can address their needs. Many of the lessons — especially transfer, metacognition, teamwork, technology, and creativity — are also 21st-century skills in themselves. The article emphasizes that if we believe 21st-century skills are the key to solving economic, civic, and global challenges and to engaging effectively in those spheres, then we must act upon the belief that using those skills to overhaul

our education systems is possible.