EML436 - The Multimodal Writing Process | 21st Century Literacies | Lewis Dennis 1489881

Bost, Danielle

IL

Dennis, L. [Lewis Dennis]. (2017, April 16). EML436 - The Multimodal Writing Process | 21st Century Literacies | Lewis Dennis 1489881 [Video file]. Retrieved from https://www.youtube.com/watch?v=hOf85O0b0zU.

Discusses 21st Century Skills and Learners and how teachers can adapt to teach students 21st century skills, based in Australia.

As a beginner to the concept of 21st Century Skills, this helped me grasp the concept a lot better and understand how to incorporate ideas into my future curriculum.

Hip-Hop Education and 4 Other Approaches to Teaching and Learning

Zepnick, Jaclyn
ET

Emdin, C. (2014). 5 New Approaches to Teaching and Learning: The Next Frontier. Retrieved from http://www.huffingtonpost.com/christopher-emdin/5-new-approaches-to-teaching-strategies_b_4697731.html 


Famed professor and pedagogy in the hood expert, Christopher Emdin, explores five different ways teachers can engage students in a more effective and exciting manner. Examples include: Hip-Hop Education, Reality Pedagogy, and the Flipped Classroom.

The first video especially lured me in as I have never heard of a science teacher using hip-hop and rap to entice students to learn about photosynthesis. It is inspiring to see new ways of teaching that actually make students want to come to class and engage. Christopher Emdin in himself is inspirational. 

Hanging out, messing around, and geeking out: Kids living and learning with new media.

Norma Olsen

ET- blended learning
IL- 21st-century learning

Ito, M., Baumer, S., Bittanti, M., Cody, R., Stephenson, B. H., Horst, H. A., ... & Perkel, D. (2009). Hanging out, messing around, and geeking out: Kids living and learning with new media. MIT press. Retrieved from https://dmlcentral.net/wp-content/uploads/files/Hanging_Out.pdf

In this book, the cowriters report on a three-year ethnographic study that explores how the social and recreational use of digital technology and social media provides a way to develop many of the 21st century skills of collaboration, creation culture, and self-directed learning. Reading this can provide ways which teachers and teacher librarians can harness the natural draw of technology and socializing towards instructional purposes. We must understand what motivates 21-century youths if we are to create learning environments that can direct their energy towards the fields and problems that face our world. 

Allen, M. (2008). Promoting Critical Thinking Skills in Online Information Literacy Instruction Using a Constructivist Approach. College & Undergraduate Libraries, 15(1/2), 21-38. doi:10.1080/10691310802176780. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=34179935&site=ehost-live&scope=site

This article discusses how the constructivist approach is becoming an increasingly popular way of teaching literacy skills in the library.  In this approach, the teacher works as the facilitator or the guide to learning. This is a trend that increasing in the library. Librarians are learning ways in which they can achieve these goals within their libraries. They are learning ways to make learning in ways that are more online and asynchronous instead of the typical one-shot lecture method.  This way is being embraced more and more and seems to be something that we need to embrace. 

Lamb, A. (2016). Crowdsourcing and the School Library. Teacher Librarian, 44(2), 56-60.  Retrieved from:

http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=120783530&site=ehost-live&scope=sitear

This article discusses the usage of Crowdsourcing in the Library and how this method can be used to teach information literacy skills to students.  Student can participate in activities that can use crowdsourcing in which they can real world information to organize information.  This can be done with interesting activities where students can group information and data in a fun and interesting way.

Kira Koop


IL - Critical Thinking


Hooks, B. (2010). Teaching critical thinking: practical wisdom. New York, New York: Taylor & Francis.


The last paragraph of bell hooks' introduction to her book states that the topics that the book discusses directly result from hooks' conversations with students and teachers, and "emerge from our collective desire to understand how to make the classroom a place of fierce engagement and intense learning."

The short essays that follow touch on ideas such as decolonizing the classroom, how collaborative critical thinking can be, feminism within an educational structure, and democratizing education. 

Though this is a physical book of essays (students can find an ebook available with a free trial here), I felt it necessary to include her writings in my recommendations to other learners. hooks is an extraordinary teacher, writer, and feminist, but until I came across this volume in the education section of my public library, I had had no idea that she has a career as a teacher on top of writing feminist theory. She writes efficiently: it takes little space for her to make a point, but with each sentence I encounter a new revelation. It's because of this that I haven't selected a single essay to recommend to you; even the essays that are less relevant to the course content I have found to be insightful and valuable for my learning process. 

Spector, J. M., Ifenthaler, D., Sampson, D., Yang, L. (., Mukama, E., Warusavitarana, A., & ... Gibson, D. C. (2016). Technology Enhanced Formative Assessment for 21st Century Learning. Journal Of Educational Technology & Society, 19(3), 58-71.

Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=116991598&site=ehost-live&scope=site

This article details the importance of providing formative assessments.  It discusses how formative assessments have changed over time and how now they are more important than ever. Since, these types of assessments have grown in importance they have changed a great deal in structure. This article discusses how formative assessments how grown to include 21st century learning topics or technology.  It discusses how educators have changed their assessements to reflect these new 21st century skills.

What to expect from libraries in the 21st-century

Kourtney Andrighetto

IL, Z

What to expect from libraries in the 21st-century: Pam Sandlian Smith at TEDxMileHigh (December 16, 2013). TEDx Talks. [youtube]. Retrieved from https://www.youtube.com/watch?v=fa6ERdxyYdo

In this TED talk, Pam Sandlian views the evolving role of libraries in the 21st-century through the lens of empathy and compassion and supports the belief that libraries are more essential to build community than ever before. Sandlian Smith provides examples of how libraries are the hub of communities and encouraging patrons to create, innovate, and dream. She provides a brief tour of her library in Colorado and an overview of the various programs available to patrons in efforts to build a community of life-long learners.

Evaluation:

This is truly an inspirational video to view and reiterates why libraries are essential in building communities of innovation and compassion. One crucial point that Sandlian Smith makes is how the mission of libraries is to create happiness before education. This idea can be applied to educational theories that support developing the whole child rather than focusing strictly on academic developments. If people feel unappreciated, ignored, and unsafe in their environment, how can learning possibly take place? I highly recommend this resource to anyone who supports this philosophy.

Professional Learning Networks

Felix Davila III
CO
Moreillon, J. (2016). Building your PERSONAL LEARNING NETWORK (PLN): 21st-century school librarians seek self-regulated professional development online. Knowledge Quest, 44(3), 64-69. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lih&AN=112090464&site=ehost-live&scope=site

Moreillon’s work here is a strong reminder of the necessity of developing a personal learning network. A PLN is essentially a core of resources that allows professionals to communicate or collaborate with others of the same field to expose themselves to new resources, tactics and more. The article provides a listing of ideas that librarians should bookmark for future reference. Moreillon includes discussion boards, Twitter groups or hastags, Facebook groups, webinars and blogs as common resources that can provide endless engagement, workshopping and brainstorming.

What is important to realize is that professional development is not simply located at work through employee meetings or training sessions. With technology, professional development is an every day, every hour phenomenon that can allow professionals a chance to grow and develop. Essentially, librarians should not rule out any outlet where they can connect with fellow librarians. This article motivated me to join a Facebook group of students that have taken INFO 254, which allowed me to not only share and receive ideas, but keep in touch with colleagues without compromising my personal social media (an important factor for those that may be really concerned with privacy).

Digital Citizenship: A Holistic Primer

Coulterpark, Rebecca

ET
IL

TeachThought Staff.  (2016, October 28).  Digital citizenship: A holistic primer.  Retrieved from https://www.imperosoftware.com/wp-content/uploads/2016/10/Digital-Citizenship-A-Holistic-Primer.pdf

Summary:

This white paper discusses digital citizenship, its definition, its current role in schools, and how it should be employed in the future in schools. The team from Teach Thought discusses the history of digital citizenship, and how this new form of citizenship has developed as internet use has become more prevalent, especially as online resources have become more pertinent to education. They introduce the core themes involved with digital citizenship, proposing that they are 1) respect yourself and others; 2) educate yourself and others; 3) protect yourself and others. The paper continues by discussing the necessity of digital citizenship at all levels of education, and how to employ it and teach students about how to be good digital citizens. They conclude the paper by discussing how digital citizenship might evolve in the future and answering potential questions about digital citizenship with continuing technologies, and how to teach digital citizenship.

Evaluation:
The Teach Thought Staff take an in depth look at digital citizenship, and discuss how it should be employed not only at the K-12 level, but also in higher education. This article does a good job of looking at, and explaining, different components of digital citizenship and what types of responsibilities we have as digital citizens and the important pieces to teach to students who are new to the digital world.
The breakdown of the sections makes it easy to navigate, and takes an easy to read approach to the topic of digital citizenship.

Ramos. Tara

IL 

TeachThought Staff.  (2015, October 7).  Moving students from digital citizenship to digital leadership.  Retrieved from http://www.teachthought.com/the-future-of-learning/digital-citizenship-the-future-of-learning/moving-students-from-digital-citizenship-to-digital-leadership/

Summary:  The graphic below sums up the article nicely.

Evaluation:  I like this reframing.  It would mean teaching students to go beyond being citizens and participants in a digital world created by others and teach them that they can help to change and create new digital worlds.   I believe this would be empowering to students and it would engage them in learning in very meaningful ways.

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.

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.

Connecting Community Groups at the Library

Aubree Burkholder

CO

Jarecki, K. (2016, October). Connecting Community Groups at the Library. Retrieved from http://publiclibrariesonline.org/2016/10/connecting-community-groups-at-the-library/

Summary:

The library’s reach isn’t limited to just its walls. The library’s reach should extend to the whole community, and often times librarians can have a difficult time trying to find ways to connect with their surrounding communities.  This article gave great advice and real life examples of how libraries can organize programming and connect with community members and groups.

Evaluation:

I enjoyed this article because I feel that the number one jobs of public libraries should be to make connections to the community that it serves. 

Re-Envisioning the MLS The Future of Librarian Education

Aubree Burkholder

CO

Bertot, J. (2016, January). Re-Envisioning the MLS The Future of Librarian Education. Retrieved from http://publiclibrariesonline.org/2016/01/re-envisioning-the-mls-the-future-of-librarian-education/

Summary:

Exploring the future of public libraries requires us to consider the future of public librarians—and how they prepare for a dynamic and evolving service context.  Public libraries are in transition, bridging the print, physical, digital, and virtual worlds. Taking this into account the article suggests that there are things that both Professors and MLIS students should be doing differently throughout their degrees that will help prepare for the continuously changing library field.

Evaluation:

I enjoyed this article because I feel that it is very apt information for any student currently pursuing their MLIS degree to understand that they will need to be very forward thinking and socially advanced when working in public libraries. 

Taking Your First Job: Where the Rubber Meets the Road and Starting Off: Where Not to Begin

Brandt, Alisa

Akers, A. (2016, July 14). Taking your First job: Where the rubber meets the

    road [Blog post]. Retrieved from Knowledge Quest website:

    http://knowledgequest.aasl.org/taking-first-job-rubber-meets-road/

Akers, A. (2016, August 10). Starting off: Where not to begin [Blog post].

    Retrieved from Knowledge Quest website: http://knowledgequest.aasl.org/

    starting-off-not-begin/

CO
IL

Anne Akers wrote these two blog posts about a month apart this summer and they both offer excellent advice to library students as they land their first school library jobs.

When asked by a former student after being hired for a perfect school library job, Akers is asked where to start? Entering a new library can be overwhelming and full of many projects from weeding to hanging up posters. Aker suggests not making any dramatic changes right away until you have the lay of the land. She recommends starting with small, easily accomplished tasks that give a sense of accomplishment. She also suggests setting the tone and vision of the library by posting the mission statement at the Standards for 21st Century Learners in prominent places in the library. All of her suggestions start with people and relationships.

In her follow up blog post, Aker explains further why she said to NOT start with the collection but instead to prioritize relationships. She says that to start those critical early days establishing yourself by focusing on the collection reinforces a certain stereotype (guardians of books) and does not build relationships. Schools need librarians who will be teachers and part of what takes place in the classrooms.

Evaluation: These two posts are so important for establishing how teacher librarians are perceived at what we can all do to change the stereotypes of libraries and librarians of yore. It means having a vision and confidently displaying it through the library environment and the actions of the librarian. I believe this is useful for librarians starting their first job and seasoned librarians who have been working in the same school for decades. Visions should adapt and while it takes a while to undo old visions, it is nevertheless an important task to take.

Developing The 21St-Century Social Studies Skills Through Technology Integration

Developing The 21St-Century Social Studies Skills Through Technology Integration

Binh Tran

Farisi, Mohammad Imam. "Developing The 21St-Century Social Studies Skills Through Technology Integration." Turkish Online Journal of Distance Education 17.1 (2016): 16-30. Education Research Complete [EBSCO]. Web. 21 July 2016.

Summary

Farisi discusses in this article the historical evolution of technology skills in the field of Social Studies education, first dating back to Martorella’s work in the late 1970s to present day. When the idea of teaching technology skills as an essential part of curriculum was first introduced by Martorella, the focus was on the use of the computer as a facilitator and conduit of acquiring information. The emergence of the internet in the 1990s lead to the proposal by Smith and Kolloch to suggest the use of online technology as a new forum to house interaction between student and teacher. The notion that the internet could be a place to publicly practice ideas of freedom of speech and political assembly was radical notion that would eventually evolve into a game changer. By 2006, the growth of the internet and the imminent arrival of social media lead to the assertion by the National Council for Social Studies that integrating technology skills into Social Studies education was a major professional commitment. Now in present day, Farisi asserts that the growth of online life as a major facet of civil society necessitates the development of “21^st century skills” as an essential part of public life. These skills include critical thinking, problem solving, media production skills, and leadership. Careful planning and scaffolding will be needed to help students cultivate essential skills in utilizing technology effectively and minimizing skill gaps between students. Similarly, teacher skills will need to expand to encompass not only basic competencies like use of presentation software and email, but traditionally specialized skills like media and design.

Evaluation

The article helps to put into perspective the extreme leaps and paradigm shifts education has experienced in the last 40 years with respect to technology. Each innovation in technology has brought with it new challenges and new opportunities to expand student learning. The maturation of internet media has necessitated the development of 21^st century skills like critical thinking and data evaluation. The internet is not the easy access online library everyone imagined it would be, and it falls to teachers to help students learn how to navigate this new world. Teachers will need to expand their skills to include media and design if they are to remain effective. 

Where to start? Creating virtual library spaces.

Litzinger, Vicki.

Buerkett, Rebecca. (2014). Where to start? Creating virtual library spaces. Knowledge Quest, 42(4), E23-E27.

IL

Summary
As we rethink and change our physical library spaces, the author points out that we cannot forget about our virtual spaces as well, "...creating a virtual library space should be a priority." (E23) Buerkett walks us through the important steps of this process: choosing a platform, deciding on resources to include on the site, assessing the site, and tweaking, constantly. She also reminds to include a blog or news feed, pictures of students, widgets such as Shelfari or Flickr, and to certainly consider appeal and functionality. The author includes useful examples of websites to visit for ideas.

Evaluation
This article was concise and provided me with valuable information as I rethink my library's presence online, and why I need to revise my website. I appreciated the reminder that a thoughtful and useful web presence is a valuable advocacy tool, and that it might be first place to start when rethinking and revisioning my library program.