Matthews, Brooke
IL - fake news
Johnson, B. (2017). INFORMATION LITERACY IS DEAD: The role of libraries in a post-truth world. Computers in Libraries, 37(2), 12-15. Retrieved from http://search.proquest.com.libaccess.sjlibrary.org/docview/1891747111?accountid=10361
How do we prove our "worth" to the world as informational experts when everyone believe Google has all the answers? For years libraries have insisted that facts are important but what now in this post-truth world. Libraries must continue to provide quality information. If facts and information can't be trusted than for sure the "librarian is dead."
In this age of social media how can a librarian beat the fast fingers of someone out there on Twitter or Facebook? Who should the public believe? I think teaching students about "fake news" and who to trust is so valuable. None of the current students today even know what a card catalog is.
Having lessons that teach about reputable websites and sources is a tool students can use throughout their education.
Showing posts with label IL. Show all posts
Showing posts with label IL. Show all posts
Tuesday, August 1, 2017
Genius Hour
Matthews, Brooke
IL - Genius Hour
Matteson, A. (2016). It's genius. School Library Journal, 62(10), 36. Retrieved from http://search.proquest.com.libaccess.sjlibrary.org/docview/1825616004?accountid=10361; Genius Hour is based on something Google employees used to do. They would spend one work day a week (20% of their time) pursuing company-related projects that interest them.
"Genius Hour" can be defined differently depending on who you ask. It originated from Google, where they allowed employees to dedicate 20% (one day a week) of their work week to work on company projects that interested them.
It's something that educational settings, including the library should be embracing. It doesn't have to be as much time as Google dedicated. But think about how much engagement you would receive if you let students have time for themselves! This is a new domain for many teachers and librarians because it's not something that can be "planned." The only thing "planned" is that it needs to occur. One thing educators should be aware of is it may not be easy for everyone. Continue to provide guidance and support to students.
This interests me because its a way to motivate students who might be bored or have lost interest. This would even help teachers too! Imagine if they were given time to have their own "Genius Hours" instead of sitting through staff meetings that could have been sent in an email.
IL - Genius Hour
Matteson, A. (2016). It's genius. School Library Journal, 62(10), 36. Retrieved from http://search.proquest.com.libaccess.sjlibrary.org/docview/1825616004?accountid=10361; Genius Hour is based on something Google employees used to do. They would spend one work day a week (20% of their time) pursuing company-related projects that interest them.
"Genius Hour" can be defined differently depending on who you ask. It originated from Google, where they allowed employees to dedicate 20% (one day a week) of their work week to work on company projects that interested them.
It's something that educational settings, including the library should be embracing. It doesn't have to be as much time as Google dedicated. But think about how much engagement you would receive if you let students have time for themselves! This is a new domain for many teachers and librarians because it's not something that can be "planned." The only thing "planned" is that it needs to occur. One thing educators should be aware of is it may not be easy for everyone. Continue to provide guidance and support to students.
This interests me because its a way to motivate students who might be bored or have lost interest. This would even help teachers too! Imagine if they were given time to have their own "Genius Hours" instead of sitting through staff meetings that could have been sent in an email.
Monday, July 17, 2017
What To Put in Your Makerspace (and How to Pay for It)
Paslay, Juliana
IL
Bauerly, T. (2017) What To Put In Your Makerspace (and How to Pay For It). Edsurge. Retrieved from https://www.edsurge.com/news/2017-07-13-what-to-put-in-your-makerspace-and-how-to-pay-for-it
This article talks about getting a Makerspace started in a school and practical ideas on how to do it with a small budget.
IL
Bauerly, T. (2017) What To Put In Your Makerspace (and How to Pay For It). Edsurge. Retrieved from https://www.edsurge.com/news/2017-07-13-what-to-put-in-your-makerspace-and-how-to-pay-for-it
This article talks about getting a Makerspace started in a school and practical ideas on how to do it with a small budget.
Thursday, July 13, 2017
In a Fake Fact Era, Schools Teach the ABCs of News Literacy
Paslay, Juliana
IL
Lapowsky, I. (2017) In a Fake Fact Era, Schools Teach the ABCs of News Literacy. Wired. Retrived from https://www.wired.com/2017/06/fake-fact-era-schools-teach-abcs-news-literacy/
This article discusses ways in which schools are teaching news literacy and the implications of it.
IL
Lapowsky, I. (2017) In a Fake Fact Era, Schools Teach the ABCs of News Literacy. Wired. Retrived from https://www.wired.com/2017/06/fake-fact-era-schools-teach-abcs-news-literacy/
This article discusses ways in which schools are teaching news literacy and the implications of it.
Sunday, July 2, 2017
Seven Tips For Teaching News Literacy to Eight to Twelve Year Olds.
Paslay, Juliana
IL
Moore, D. C. (2017) Seven Tips for Teaching News Literacy to Eight to 12-Year-Olds. School Library Journal. Retrieved from http://www.slj.com/2017/06/standards/seven-tips-for-teaching-news-literacy-to-eight-to-12-year-olds/#_ A super great article on tips of how to talk about the news and ‘fake news’ issues going on right now.
IL
Moore, D. C. (2017) Seven Tips for Teaching News Literacy to Eight to 12-Year-Olds. School Library Journal. Retrieved from http://www.slj.com/2017/06/standards/seven-tips-for-teaching-news-literacy-to-eight-to-12-year-olds/#_ A super great article on tips of how to talk about the news and ‘fake news’ issues going on right now.
Wednesday, November 2, 2016
Paula Heichel
ET
Copyright
IL
[Copyright
Clearance Center]. (2010, Sep 24). Copyright
basics. [Video File]. Retrieved from https://www.youtube.com/watch?v=Uiq42O6rhW4.
Summary: This 6+ minute animated
video is a bit humorous and appealing to upper elementary and middle school
students. I may even be used at the college level to review students' understanding of these concepts. It explains fair use and copyright laws in basic terminology. The
description calls it a "crash course" and this is true. The
information is elementary, yet it gives a clear outline for beginning to
understand what fair use and copyright mean when using other people’s work.
Evaluation: This video is useful
for introducing how to legally use reference materials in research. The
practice of writing things "in your own words" so information isn't
misused can be described with this video. The language is fast paced and the audience
may require the short video be paused to review or discuss vocabulary and concepts. Included
in the video are suggestions for whom to contact if the user is unclear about
the laws.
Monday, October 31, 2016
Heichel,
Paula
ET
Tablets
IL
Nicholas,
J. A. (2014). iPads in the library: Using tablet technology to enhance programs
for all ages. Library Media Connections, 32(4), 30.
Summary:
According to the author, internet filters in schools need to be relaxed because
they dramatically encumbering access to safe and useful information sources for
the learning process. “Think of the iPad as the Swiss Army knife of tablet
computers: high resolution display, two cameras capable of capturing high
definition (HD) images, a microphone and speakers for effective recording and
playback, and Wi-Fi or LTE (3G or 4G wireless signals that connect cellular
phones) capability depending on the model” (Nicholas, 2014).
Evaluation:
When modern technology is used to engage students in what they perceive as
mundane topics, attentiveness naturally increases among the Digital Natives.
The components of and iPad or other tablet may change over time, but the access
to internet can stagnate public school education. Students will seek
information from the web, so let’s teach them how best to search with
information and media literacy.
Friday, October 28, 2016
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.
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.
Friday, April 8, 2016
New Technologies and 21st Century Skills
Boyer, Allison
IL
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.
Monday, December 7, 2015
Information Literacy and Twenty-First Century Skills
Reece, Madison
IL
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228. doi: 10.1080/00405840802153916
Robin (2008) defines information literacy as “the ability to find, evaluate, and synthesize information” (p. 224). Information literacy requires a specific set of abilities to effectively locate, evaluate, and utilize information. The author addresses digital storytelling and it's place in the world of twenty-first century technologies.
The author provides an interesting perspective on twenty-first century skills and information literacy. Twenty-first century skills can be obtained when students learn to conduct research on their own, ask critical questions, think critically, and organize ideas in meaningful ways. Librarians and educators should exhibit strong leadership in the fields of technology in order to provide meaningful learning experiences for students.
IL
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228. doi: 10.1080/00405840802153916
Robin (2008) defines information literacy as “the ability to find, evaluate, and synthesize information” (p. 224). Information literacy requires a specific set of abilities to effectively locate, evaluate, and utilize information. The author addresses digital storytelling and it's place in the world of twenty-first century technologies.
Monday, November 16, 2015
A Couple of Articles about Co-teaching
A Couple of Articles about Co-teaching.
Caitlin Wallingford
Enhancing the information literacy classroom experience: A cataloger and a reference librarian team up to deliver library instruction.
Caitlin Wallingford
Enhancing the information literacy classroom experience: A cataloger and a reference librarian team up to deliver library instruction.
Overview:
McCallum and Collins examine the ways in which librarians working in different capacities within a library (in this case an academic library, though their findings are transferable) can effectively aid in co-teaching. Believing that playing off the strengths of individuals rather that attempting to fit each librarian into an instructional role, the authors looked at the unique collaboration opportunities with a reference librarian and a cataloger. In looking at this partnership, they also posed the question, "what is the relationship between IL, collection management, and cataloging?" McCallum and Collins review the historically spotty (though by no means non-existent) relationship between librarians and instruction (inadequate learning opportunities in library school, too little on-the-job training) in an effort to understand the current environment surrounding co-teaching. The results of their study found that teachers and students were overwhelmingly positively impacted by co-teaching experiences, citing greater engagement and an appreciation for in-depth, specific knowledge. The overall take-away was that librarians must embrace the opportunity to reach out to faculty as well as other librarians, despite any initial discomfort/lack of confidence in teaching skills. The authors also highlighted how partnerships among reference and cataloging librarians in an instructional format with faculty can greatly enhance collection development success.
Citation:
McCallum, C. J., & Collins, B. L. (2011). Enhancing the information literacy classroom experience: A cataloger and a reference librarian team up to deliver library instruction. Library Collections, Acquisitions, & Technical Services, 35(1), 10–18. http://doi.org/10.1016/j.lcats.2010.12.008
Co-Teaching Relationships among Librarians and Other Information Professionals
Overview:
Shannon and Medaille, like the authors in the previous article, begin by offering a look at the history of librarians and instruction, citing the inadequacy of time given to this topic in library school, and the logistical difficulties of training a staff on the job. The author differentiate between collaboration and co-teaching, calling teaching a "form of collaboration...[which] allows instructors with different skill sets, knowledge, and perspectives to optomize both learning experience for students and the teaching experience for themselves" (134). The authors set up and observed a number of workshops where librarians and other IT professionals (most with little to no teaching experience) were asked to co-teach. Teachers and informational professionals experimented with division of duties, using technology, etc. Afterwards, students, teachers and the information professionals were asked to rate the experience. The major benefits described were using different skill sets, teaching to different levels of students in the classroom, and adding energy to the classroom. A few drawbacks were mentioned, the most significant being that it could get "messy" with more than one person attempting to teach. Students were overwhelmingly positive about the experience (helping individual students, more information, nice pace), with only one student finding it "sort of distracting" (140).
Shannon and Medaille, like the authors in the previous article, begin by offering a look at the history of librarians and instruction, citing the inadequacy of time given to this topic in library school, and the logistical difficulties of training a staff on the job. The author differentiate between collaboration and co-teaching, calling teaching a "form of collaboration...[which] allows instructors with different skill sets, knowledge, and perspectives to optomize both learning experience for students and the teaching experience for themselves" (134). The authors set up and observed a number of workshops where librarians and other IT professionals (most with little to no teaching experience) were asked to co-teach. Teachers and informational professionals experimented with division of duties, using technology, etc. Afterwards, students, teachers and the information professionals were asked to rate the experience. The major benefits described were using different skill sets, teaching to different levels of students in the classroom, and adding energy to the classroom. A few drawbacks were mentioned, the most significant being that it could get "messy" with more than one person attempting to teach. Students were overwhelmingly positive about the experience (helping individual students, more information, nice pace), with only one student finding it "sort of distracting" (140).
Citation:
Medaille, A., & Shannon, A. W. (2012). Co-Teaching Relationships among Librarians and Other Information Professionals. Collaborative Librarianship, 4(4), 132–148.
Tuesday, April 21, 2015
Free Technology for Teachers: 100 Practical Ed Tech Tips Videos
Beverly Rupe
IL
Byrne, R. (2015, April 21). Free technology for teachers: 100 practical Ed Tech tips videos [Web log post]. Retrieved from http://www.freetech4teachers.com/2015/04/100-practical-ed-tech-tips-videos.html?m=1
Free Technology for Teachers: 100 Practical Ed Tech Tips Videos
Richard Byrne's blog (http://www.freetech4teachers.com/) is a great resource for teachers and librarians. I seem to always find something personally useful, or useful to someone else at work. This is a link to just one very practical example, but every visit to this blog is always worthwhile. A must-add to any PLN.
IL
Byrne, R. (2015, April 21). Free technology for teachers: 100 practical Ed Tech tips videos [Web log post]. Retrieved from http://www.freetech4teachers.com/2015/04/100-practical-ed-tech-tips-videos.html?m=1
Free Technology for Teachers: 100 Practical Ed Tech Tips Videos
Richard Byrne's blog (http://www.freetech4teachers.com/) is a great resource for teachers and librarians. I seem to always find something personally useful, or useful to someone else at work. This is a link to just one very practical example, but every visit to this blog is always worthwhile. A must-add to any PLN.
Saturday, April 18, 2015
ISTE Standards for Students
ISTE
http://www.iste.org/standards/standards-for-students
IL
ISTE stands for International Society for Technology in
Education. From its webpage, ISTE
states, “Simply being able to use technology is
no longer enough. Today's students need to be able to use technology to
analyze, learn and explore. Digital age skills are vital for preparing students
to work, live and contribute to the social and civic fabric of their
communities.”
Their webpage has
standards for students, teachers, administrators, coaches, and technology
teachers. ISTE awards a seal of alignment
for those meeting their standards.
Students have six
standards they should meet or exceed in the following areas:
Creativity and innovation
Communication and collaboration
Research and information fluency
Critical thinking, problem solving, and decision making
Digital citizenship
Technology operations and concepts
Teachers have five
standards:
Facilitate and inspire creativity and innovation
Design and develop digital age learning experiences
and assessments
Model
digital age work and learning
Promote
and model digital citizenship and responsibility
Engage
in professional growth and leadership
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