A Digital Teaching Platform to Further and Assess Use of Evidence-based Practices

A Digital Teaching Platform to Further and Assess Use of Evidence-based Practices

Elias, Jenann

CA
Bondie, R. (2015). A Digital Teaching Platform to Further and Assess Use of
Evidence-based Practices. Rural Special Education Quarterly, 34(1), 23-29.

The author, Rhonda Bondie, presents a solution to the challenge of assessing candidate teachers who are learning online. This solution is called Project REACH, which is a free online digital teaching platform.

The platform is learner centered which allows for collaboration, and support is available at any time, 24 by 7.

This paper seems more of an instruction sheet on using this platform. The learning path for teacher candidate steps are:

1. Learn Evidence-based practice (EBP). The website includes resources for 67 EBP’s. A teacher candidate uses resources developed by others to “develop knowledge about specific EBPs and guides for classroom implementation.”
2. Plan instruction, using learning and collaborate tools on the website. Invite other Project REACH users to collaborate on instructional plans. This includes:
1. Unpack curriculum standards
2. Develop multiple assessments
3. Design differential lesson plans
4. Apply Universal Design for Learning
5. A field-test report
6. Analysis of student work
3. Reflect on impact. Field test. Upload and annotate student work. Track student progress.
4. Share accomplishments. Earn “badges”. Learn, share, and add badges throughout career.

The website is: www.projectreachonline.org and much of the article I read includes screen captures and “how-to” instructions.

MOREILLON, J. (2016). Making the Classroom-Library Connection. Teacher Librarian, 43(3),  

8-18.  Retrieved from:  http://libaccess.sjlibrary.org/login?

url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=113222008&site=ehost-

live&scope=site

This article discusses how classroom teachers are often unprepared or unknowing of how to collaborate with librarians.  This makes it difficult for teacher-librarians because classroom teachers often feel uncomfortable with collaboration. This article discusses some of the issues that are experienced by classroom teachers and teacher librarians and it also discussed some possible remedies to these issues.  This article explains possible options that can be offered to teachers to help them understand what the teacher librarians can offer their classes.  It includes information on how the librarian can provide workshops to help teachers learn to work in tandem with the librarian.

CO-A Collaborative Journey: The Learning Commons

Emily Ratica

CO

Kolod, L., & Ungar, B. (2016). A collaborative journey: The learning commons. Teacher

Librarian, 43(4), 22-27.

This article discusses both the impediments that many schools are facing in establishing a "learning commons" and the steps that can be taken to overcome those impediments. Many schools are attempting to establish a 21st century skills based curriculum with more technology integration, more access to information, and better inquiry and project based learning. However, space issues, lack of proper funding, no support from site or district administration, and a myriad of other problems often block the efforts of enterprising individuals to create a collaborative space on campus. These educators are inspirational in their attempts. They began small, with a specific plan in place, but relatively no funding, and have gone on to create something functional, useful, and fitted to their specific campus needs.  

I love how these educators sought buy-in from every area of their school. They asked students, parents, teachers, specialists, and administrators for input in order to create a space that everyone could use. They branched out everywhere, thus insuring total participation from everyone. They demonstrated how a learning commons is truly supposed to be a place where all can see themselves working together, regardless of subject area or grade level. The started with an empty classroom and Legos, and through their efforts, were able to obtain funding and support to create a Learning Commons with a Story Lab, Makerspace, Tech Lab, Media Studio, and Research Lab. Their experience gives me hope that as I start this process in my own library, that I too can transform my traditional space into a collaborative commons for my entire school.

The Power of (in) the (Im)possible

Great article that has influenced my thinking around collaboration and co-teaching, and has especially helped me re-think my perception of myself as a Teacher Librarian--a vital part of a learning community.

Todd, R. (2013). The power of (in) the (Im)possible. Teacher Librarian, (41)2.

New Year's Resolution: Teach More, Librarian Less.

Litzinger, Vicki

CO

Ray, Mark.  (2012) New Year's Resolution: Teach More. Librarian Less. Teacher Librarian,  39(3), 52 - 53.

Summary

Mark Ray, as the 2012 Washington State Teacher of the Year, urges us to teach more, to be visible in our schools, and to point out to others when we've had a class of excellent teaching. He briefly discusses two other teacher-librarians in Washington State who are making a difference in their schools with an emphasis on being teachers and educational leaders in their schools. He points out that they do this by being active on educational committees and workgroups, working closely with their administrations and colleagues or by becoming specialists in a particular kind of teaching and learning style. They are "leading by example, effectively advocating for teacher librarians and school library programs by focusing on great teaching" (52) The authors final points are about emphasizing our excellent instruction and willingness to learn from our colleagues so that our students benefit.

Evaluation

We love libraries and librarians, and that is a major reason that most of us when into this profession. And now we are expected to teach, and we see our teaching responsibilities as equal to or secondary to our librarian roles. Ray is telling us to change our thinking and completely refocus on being teachers first! The author details several concrete examples of how to do that from being very visible in our schools, actively participating on educational teams,  and to seeking out colleagues with whom to share and learn from. It's all about advocacy for ourselves, our programs, and our students.

Building Bridges

Litzinger, Vicki

ET, CO

Wong, Tracey. (2013) Building bridges. Library Media Connection, Oct2013, 32(2), p30-31.

Summary

Ms. Wong starts by being very clear about a rocky relationship she had with a principal over a difference of opinion regarding her professional responsibilities. She knew she needed to take the initiative, and through hard work and a lot of communication and advocacy, she overcame this "adversarial relationship." (32) In this article she discusses how she "learned to stand up for myself" with "the five points on building bridges." (32) The points are: building communication, building community, building partnerships, building relationships, and building resources.

All five points were about advocating for herself and her program by discussing, highlighting, and showing what her students did and were learning through her programming. Through building communication, Wong kept her principal informed of all the work she did specifically around grants and opportunities she brought to the school. For community building, the author created a newsletter where she she highlighted student work as well as the collaborations she was forming with colleagues. To build relationships with her colleagues, she made herself invaluable when they needed help with projects or classroom work. And she made a point of conducting professional development opportunities for her staff. Wong also developed community partnerships to plant trees and to bring volunteers into the school. Finally, building resources was about her continued work to bring in grant funding for special projects. She was so successful at this, that she was asked to write a grant for their at risk student population and brought in $144,000.

Overall, "building bridges" took a lot of time, energy, and commitment. However, the "180 degree" (33) turn that happened with her principal was all worth it.

Evaluation

I am constantly looking for practical, no-nonsense, suggestions of what I can do to advocate for myself and my program. Wong is very clear about the time and commitment it will take to "build bridges." And as professionals, this article is very clear about constantly needing to build these relationships, partnerships, communications, resources, and communities. Yes, we will be recognized as the professionals we are and what we contribute to our programs and schools, but it's our students who will win the most.

Stuck behind the curve: How the academic law library can help students who struggle in law school

Gary Lui

Gonzalez, J. A. (2014). Stuck behind the curve: How the academic law library can help students who struggle in law school. Legal Reference Services Quarterly, 33(3), 239-268. doi:10.1080/0270319X.2014.922396

Summary
The Gonzalez (2014) article make several suggestions as to how law librarians can help with law students' process skills by having law school librarians work with the law school professors. Gonzalez particularly suggests that law librarians in law school are most capable of helping struggling law students.  Law libraries have many resources now to help law students to learn such as outlines and study aids, as well as providing space in the law library for students to study. Most law librarians in these law libraries are skilled in helping law students with legal research. Though "[m]any law schools separate law librarians from full-time, tenured faculty, but most librarians have teaching roles [however], especially in the first-year legal research curriculum" (Gonzalez, 258). Law libraries and the librarians who work in them also have existed in law schools for a longer time compared to academic support programs, which are a recent development.
Academic support programs are currently programs developed to help struggling students in law schools. Therefore, law librarians should collaborate with law professors in supporting academic support programs (ASPs) in law schools.

Evaluation
The Gonzalez article is interesting in the suggestion of law librarians collaborating with law professors to work together on behalf of the law students. "An effective way for librarians to serve as a bridge between professors and students would come from partnering with professors on student assignments" (258). I think Gonzalez is convincing in advocating for collaboration between law librarians and law professors in supporting academic support programs for law students struggling in law schools. I believe academic support services are the future of law library services.

In School Libraries, Differentiation Through Curation

Karla Morones

IL, CO

Morris, Rebecca. "In School Libraries, Differentiation Through Curation". Harvard Education Publishing Group. N.p., 2016. Web. 2 May 2016.

Summary:

This blog posting covers how important the skill of digital curation is for school librarians to have.  The author would like to see digital curation not only in the hands of school librarians but the students as well. She believes having the students involved in the curation of digital material would lead to differentiation. Morris sees this happening by app smashing, a term coined by educator Greg Kulowiec, where a student would use multiple apps to complete a final task.  Morris suggests that school librarians would make excellent curators because they are enthusiastic and knowledgeable in helping teachers and students evaluate select and use digital tools

Evaluation:

I found this article informative and  a valuable resource.  This is a skill that would serve all librarians well, being able to provide students and teachers with a list of digital resources that could be used for a lesson or a research project would help immensely.  It is important to differentiate learning for students and teachers this would make way for more effective collaboration.

Three Heads are Better than One

Whitney Fischer

CO

Reference:

Parrott, D. J., & Keith, K. J. (2015). Three Heads Are Better Than One. Teacher Librarian, 42(5), 12-18.

Summary:
This article posits that due to ever-occurring budget cuts, now is the time for teacher librarians to step up and take a more active role in developing curriculum by working closely with classroom teachers. At many schools writing teachers and information literacy coaches have been forced out of the job, but teacher librarians possess many of the skills necessary to fill that gap in instruction.  With these new opportunities to be more involved in the classroom come new responsibilities, of course, and teacher librarians should familiarize themselves with Common Core standards to ensure that they are helping students reach the necessary benchmarks.

Evaluation:
This article is helpful because it suggests specific steps teacher librarians can take to increase their impact in the classroom.  Teachers possess the knowledge of how their individual students learn, but teacher librarians have the means and know-how to instruct students how to research effectively and accurately.  Though it is regrettable that information literacy coaches and reading specialists are becoming extinct in schools, I agree with the author that those positions can be filled by teacher librarians.

Collaboration With Teachers

Enhanced and Changing Roles of School Librarians Under the Digital Age

Lo, P., & Chiu, D. W. (2015). Enhanced and changing roles of school librarians under the digital age. New Library World,116(11/12), 696-710.

This article talks about the changing roles of school librarians due to the increase in enquiry-based student learning and use of more technology.  This paper is based on a qualitative analysis of the interviews with three practicing secondary school librarians in Hong Kong. Recommends that school librarians take a more proactive role in helping teachers. They need to become known as information providers and curriculum facilitators. It also discusses how school librarians have a lot of freedom in the way they use their skills to collaborate since their are no set standards or checklist to follows. This article is informative and helps inspire librarians to be more proactive and creative. It also helps to show that collaboration helps make you more in demand and helps with job security.

Team Learning and Collaboration Between Online and Blended Learner Groups

Stefani Tovar

Lim, D. H., & Yoon, S. W. (2008). Team learning and collaboration between online and blended learner groups. Performance Improvement Quarterly, 21(3), 59.

This article examines online and blended learning models to determine which, if any, offers a more collaborative platform of instruction.

While its approach may vary, the study focuses on blended learning, which offers a combination of online, in-person meetings on a campus or other site (i.e. museum, park, etc), as well as opportunities for live instruction with professors. Highlights of the findings showed a significant difference between these two approaches. Among them were higher student performance and collaboration opportunities among the blended learners.  A possible cause of these findings were linked to the effectiveness of the professor and their ability to facilitate meaningful work.  Also the perception of social belonging was significant in both groups, favoring the blended learning approach.

I found this article of personal interest because of the nature of the MLIS program at SJSU.  I think that these findings are supported by my own experiences thus far in the program.  The engagement of the instructor, the motivation of the students and delivery of instruction fluctuate in quality from course to course, affecting the meaningful learning and collaborative opportunities available to students.  I don't believe the findings are startling, but they help support that regardless of the medium, teacher quality is a central theme.

How A Moveable Space Can Ignite Creativity In The Classroom

May 5th, 2015

Elizabeth Brown
ET, CO

Pfau, P. (2014, November 26). How a moveable space can ignite creativity in the classroom mind shift  
[Web log post] Retrieved from http://www.blogs.kqed.org/mindshift/2014/11/how-a-moveable-space-can-ignite-creativity-in-the-classroom/?utm_source=feedburner&utm_medium=email&utm_campaign=
Feed%3A+kqed%2FnHAK+%28mindshift%29

Summary: Imagine a classroom with mobile desks and chairs that move with the students. In his KQED blog, Peter Pfau (2014) writes how in some schools, stationary learning environments are now a thing of the past. Instead, "moveable spaces" are being created with an innovative educational technique called "Design Thinking." Pfau explains,"It combines hands on learning (tinkering with independent problem solving methodologies)." That being said, these projects emphasize the importance of group work as well.  To that end, Pfau gives two examples that encourages student team- work: "Create a shared design-thinking space for all students to use" and "Look for spaces in your classroom that can be transformed into a student-driven collaboration classroom." According to Pfau, Design Thinking employs four different steps: "Identify the problem and research to understand the problem better." "Brainstorm possible strategies and identity solutions." "Test these solutions (welcoming failure as a tool)" and "Apply what you learn to evolve best solutions."

Evaluation: With "design thinking" and other maker spaces, the learning environment is of utmost importance. Moreover, students will learn more effectively if they create the space themselves  and make it their own because they will have the self-satisfaction of knowing that they designed their own classroom. They will also be more productive, being able to move around, as opposed to being confined to a small desk and chair. In addition, making mobile learning environments does double-duty in terms of practical learning applications. Not only are the students making their own functional working stations that they can later use, the space itself is the project. In the process, students will become self-directed learners or "designers" whom not only know how to work with other students and solve problems, they will know how to create useful (learning) spaces in the future.

By Terry Funk

CA

Ondrack, J. (2004). Great Collection! But is it enough?. School Libraries In Canada, 23(3), 12-17.

Summary: This article discusses the necessity of teacher librarians collaborating with teachers to have a useful collection and increase development of student competence in information skills. Collaboration gives collection development a school wide focus, a sense of shared ownership of library resources, greater access and use, and more input in the organization and planning of future purchases. Suggestions for developing better relationships include the use of Resource Based Learning (integrating information skills with classroom instruction and program planning), having a library weeding party that includes teachers and the principal, selecting new materials that support projects and the curriculum, providing more instruction for both teachers and students and aligning the collection with school instruction. 

Evaluation: Without collaboration, can a collection, even a good one, address student needs, and provide curriculum support. According to this article the answer is ‘No”. While teacher connections are key to developing a collection there is often little input from teachers. According to this article, it is the Teacher Librarian who needs to take an active role in making sure there is collaboration and that recommendations from teachers regarding resources are followed. As we have studied all semester, when collaboration occurs, creative ideas come together, as in the learning commons, and both student participation and achievement rise. 

Alejandro Aravena: My architectural philosophy? Bring the community into the process

Sullivan, M.
CO

Ted Talk: Alejandro Aravena: My architectural philosophy? Bring the Community into the Process
October 2014. Retrieved from: http://www.ted.com/talks/alejandro_aravena_my_architectural_philosophy_bring_the_community_into_the_process?utm_source=newsletter_daily&utm_campaign=daily&utm_medium=email&utm_content=image__2014-11-06#t-118950

Summary: Chilean architect Alejandro Aravena shares how participatory community planning helped pose questions to address design challenges regarding low-income housing, sustainability and protection against natural disasters. He shares how the communities concerns around each situation helped them ask the right question to help them solve the problem. In one case, they developed half of a good house (40 sq. meters) instead of a too small housing project. In another, they flipped the design to repel radiation while still access natural light and encourage collaboration. In yet another, they used nature to diffuse and support naturals processes.

Evaluation: This is a wonderful metaphor for the messy process that collaboration can be, but how necessary to actually get to the right problem. I loved hearing how they arrived at a solution directly related to the needs of the community, whom had they not consulted would never have been  able to identify those needs. As a result, the stakeholders were involved and satisfied with the result, the design constraints were met, and the outcome truly innovative and graceful.

Kemper, Haley

CA

Lewis, K., & Loertscher, D. V. (2014). The Possible Is Now. Teacher Librarian, 43(3), 48-52.
(Found on the King Library's LISTA Database)


Article Summary:
This article, printed in Teacher Librarian, and authored by our very own Dr. Loertscher and Kathryn R. Lewis takes a look at how teacher librarians can, and should, be at the center of Common Core teaching throughout all schools. They begin the article by stating that the time is "now" for librarians and libraries to be the common learning spaces for all school levels. Libraries are where students research, read, write, discover new information and technology, and use technology to look at new texts and other information platforms. Within the article, Loertscher and Lewis propose a set of ten initiatives aimed at transforming the library into a school's central resource for CCSS. Alongside these ten initiative, the authors demonstrate examples of how the librarian can work with classroom teachers to better teach students the CCSS. These examples are a wonderful tool that can be used by classroom teachers and school librarians across the United States. 

Evaluation: 
For those unfamiliar with some of the Common Core Standards (like myself), this article provides wonderful information regarding some of the key standards, as well as learning opportunities for teachers, librarians, and students alike. While we have discussed and learned the importance of the library being a meeting grounds and learning center/learning commons, this article outlines ways to go about making it happen, as well as providing constructive ways of collaborating with classroom teachers. 

Working Together is Working Smarter

Jack, Gordon

National Center for Literacy Education (NCLE). (2012, October). Working together is working smarter. National Survey of Collaborative Professional Learning Opportunities.  Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/researchandstatistics/NCLE_AASLinfographic_FINAL-download.pdf

Summary

This infographic summarizes the data compiled from the National Center for Literacy Education study of 2,404 educators nationally.  The data confirms that collaboration is a key component for teacher-librarians.  While schools do not always make time for collaboration, librarians are actively seeking professional networks at their site and beyond.  In this particular study, librarians are participating in greater numbers than traditional classroom teachers, with 51% reporting that they share ideas “at least weekly in online networks and communities, compared with 23% of educators overall.”

Evaluation

This data confirms that librarians are not isolated professionals, but engaged collaborators both with teachers at their site and external learning communities.  While most working librarians won’t see any surprises here, this information shows others how connected librarians are and how vital they are to school improvement.  This data should be shown to any person interested in becoming a librarian as a snapshot of the type of work we do.    

Jolene Nechiporenko

CO, IL

Green, L., & Jones, S. (2014). Instructional partners in digital library learning spaces. Knowledge
        quest,42(2), E11-E17. Retrieved from
        http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/knowledgequest/docs/KQ_MarApr_InstructionalPartners.pdf


ONLINE LEARNIG AND TEACHER-LIBRARIAN COLLABORATION

    This article gives a great general overview of what online learning is in today's world and the concept of teacher librarian collaboration.  It also touches on librarians developing resources as program administrators and information specialists. 

"In contrast, when a school librarian plans, develops, and delivers an online course, he or she is an instructional partner and a teacher from the very beginning of the process to the very end." (2014)

The authors also offer a simplified 'plan' for online instruction.

"Digital library learning spaces offer a dizzying array of options for school librarian to partner and collaborate with students and teachers, promoting student learning across the curriculum like never before."  "...fully online library courses into the school library program will pay off in increased student engagement and achievement."

More Authentic Assessment Requires Collaborative Efforts

Michelle Windell

CA
CO

Boss, S. (2012). The challenge of assessing project-based learning.District Administration, 48(9), 46-50.

This article presents a number of different project-based learning projects from schools around the country. It refers to the Common Core as the impetus for the shift in pedagogy from the old teacher lecturing method to project-based learning. Assessments necessarily must shift to allow students to demonstrate critical thinking and deeper learning. What I like about this article is the suggestion that teachers will collaborate to assess student work, because assessment will require discussion about what good work is. This professional collaboration will (hopefully) extend nationwide and beyond as teachers create online networks for sharing projects, rubrics, and anchor work. In my own experience, I have found that a lack of anchor work (student samples of different rubric ratings) makes for huge discrepancies in teachers' assessment standards, even within one school setting in which teachers are using the same rubric.