Librarians in the huddle: Supporting athlete success on and off the field

Persinger, Danielle

CO

Erdmann, J., Clark, P. H., (2016). Libraries in the huddle: Supporting athlete success on and off the field. College and Research Libraries News, 77(3), 144-146, 157. Retreived from: http://crln.acrl.org/index.php/crlnews/article/view/9464/10715

Erdmann and Clark describe their experience of creating a co-learning opportunity with the College Field Hockey team. The librarians offered a quite study space and academic research help in a seldom used, 2nd floor area, of the library. The Field Hockey team continued to use the space outside of class hours and became comfortable in the library.

This article was an unexpected find. I work in an academic library and was not aware that some libraries partner with athletic departments to discuss information literacy as well create good study habits. I would love to find out if this is replicated in other libraries and what the students and libraries find most rewarding. With only 27 students, this is simply an anecdotal account.

Media Literacy - 14 Apps for Kids Who Think Reading is Boring"

MaryLee Helm

IL

Common Sense Media. (2017). 14 Apps for Kids Who Think Reading is Boring. Retrieved from https://www.commonsensemedia.org/lists/14-apps-for-kids-who-think-reading-is-boring?j=5163384&l=512_HTML&u=78020539&mid=7000332&jb=509&utm_source=072117+Default&utm_medium=email&utm_campaign=weekly#

Browse through the apps, read a short synopsis of each, and decide whether it's something that could benefit your students (or children). They are all rated and can help you determine whether it's the right one for your situation.

Since we all created a Symbaloo account and started our webmix, the apps may be possible resources to add. There's something for all grade levels, so give it a look and hopefully you'll find something that appeals to you and your students.

Harman, Sheila
IL Information LiteracyStrauss, Valerie (2016). The astonishing amount of data being collected about your child, Washington Post, November 12, 2016.

This article from the Washington Post, while it is not peer reviewed, is related to the needs of libraries and the information highway. Access to the internet, to individualized instruction with games and apps have forced private and mundane info into the hands of many.  There are those attempting to protect privacy and many have a hard time keeping pace with speed of data production. It is important to consider the rights of those who do not know what they are providing freely for longitudinal data relating to , for example financial information, for studies to groups like the Gates Foundations and inBloom. They have searchable data sites for governmental use with terms like “disability”, “homeless” and ethnicity.  It all may seem innocent until the info is used against you or a child.

Rating: This is an eye opener! The author provides insight and advocacy around the topic of privacy in our digital age.

Schloman, B. F., & Gedeon, J. A. (2007). Creating TRAILS. Knowledge Quest, 35(5), 44-47.

Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=26673575&site=ehost-live&scope=site

It is often difficult to create assessments that are adequate when measuring the skills of students who are learning about information literacy  This article discusses the Trails Assessment which was created to help in the assessment of information literacy skills.  The Trails Assessment was created by Kent State University and is way to gauge a student's grasp of information literacy. The assessment tool has is freely available resource that is standards based and available through the web. If a teacher uses this tool they can evaluate the skills of their students and what they need to teach them.

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

Jeff Johnston

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

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

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

Information Inquiry, evolving models

Goodman, Jana

CA

Callison, D: Baker, K. (2014). Elements of information inquiry, evolution of models, & measured reflection. Knowledge Quest. 43, 2, 18-24.

Summary: This is a very detailed but well thought out article about the five elements that have remained central in the leading informational instructional models.  They are questioning, exploration, assimilation, inference and reflection.  The authors explain the evolution of these ideas towards a model of inquiry.  The article includes very detailed and easy to read tables linking styles of inquiry with their corresponding elements.

Evaluation: The funny thing about this article is that I am still trying to make sense of it but it feels very important to me.  It was a very accessible description of inquiry and the connection with information literacy instruction models.  It is a lot to digest but a well thought out, and more workable discussion of this topic.

IL-Plagiarism

St Clair, Deb

IL

Strittmatter, C., & Bratton, V. (2014). Plagiarism awareness among students:

    Assessing integration of ethics theory into library instruction. College

    and Research Libraries, 75(5), 736-752. http://dx.doi.org/10.5860/

    Crl.75.5.736

Summary:  This article evaluates the views students have of plagiarism and the role of the library in increasing knowledge of plagiarism.  

This article goes in depth about the effectiveness of instruction regarding plagiarism.  The premise is if students are intentionally provided with direction instruction regarding plagiarism and the ethics regarding plagiarism, then there will be a higher perception regarding plagiarism ethics.

IL-Teens and Tech Article

St Clair, Deb

IL

Zickuhr, K. (2014). Teens and tech: What the research says. Young Adult Library

    Services, 12(2), 33-37.

Summary:  This article covers how teens are using technology, including how they conduct research.  It then goes into the need for teaching online skills.  

This article is very informative and provides insight on a relevant topic.  The author uses a report for Pew Research Center, an independent, nonpartisan research group that conducts extensive research on a variety of topics.  

Seeking and Finding Authentic Inquiry Models

Jacobsen. T.E., & O’Keefe, E. (2014). Seeking and finding authentic inquiry models for our evolving information landscape. Knowledge Quest (43)2, 26-33.

Summary: Jacobsen and O’Keefe suggest two shifts in education of information literacy: metaliteracy and threshold concepts. Metaliteracy is the concept that the Web 2.0 environment is better navigated by learners who are willing and able to reflect upon the interactions they have with and within this environment. Metaliterate individuals adapt to changing technologies and create relationships among related literacies. Threshold concepts are those foundational concepts necessary for understanding a particular discipline. The authors discuss ACRL’s Framework for Information Literacy for Higher Education (2015) as threshold concepts for Information Literacy.

Evaluation: The authors stress using the Framework as a guide to teach information literacy skills. They suggest, along with a focus on metaliteracy that the Framework will push students be engaged and promote authentic inquiry instruction. 

A Pedagogy of Inquiry

Pegowsky, N. (2015) A pedogogy of inquiry. Communications in Information Literacy 9(2), 136-144.

Summary: This article discusses the ACRL’s Framework for Information Literacy for Higher Education (2015) and how teacher librarians can use the Framework to push pack against neoliberal agendas in current pedagogy to reinvent the teacher-librarian role. The article expresses that neoliberalism, which creates a false sense of urgency for changes in higher education, turns education into an economic exchange and vocationalizes education, which the author calls “trickling up.” The author further states that teaching, and librarianship becomes devalued in this economy because librarians do not have clearly defined roles. Pegowsky suggests that we move away from exclusively skills-based instruction and make our pedagogy more explicit, thus enhancing student learning and outcomes.

Evaluation: This article doesn’t provide practical applications for teaching or librarianship, as most research in the field does. Rather, it focuses on underlying ideology that has affected pedagogy and how we teach, to education’s detriment. A philosophy of education drawn out to some interesting conclusions. 

The Information Literacy User ’s Guide: A Remixed Open, Online Textbook

A free open source textbook on information literacy from The College of New Rochelle in New Rochelle New York.

Pros: In-depth FREE textbook on information literacy, well organized, you can cherry pick for only the information you need, great examples, excellent graphic orginizers.

Cons: In-depth textbook*

*full disclosure I'm cherry picking right now as there is no way I will be able to sit and read if all over the course of this review. I am really enjoying what I am reading. They provide great examples, the information is current and timely, and the graphic organizers help me to visualize what information literacy really looks like to my students.

Fazzino, L., Kahn, M., Octobre, M., Sucre, N., & Turley, J. (2016). The information literacy user’s guide: A remixed open, online textbook. Retrieved from http://digitalcommons.cnr.edu/gill-publications/59. Licensed under CC-BY-NC-SA and derived from Bernnard, D., Bobish, G., Bullis, D., Hecker, J., Holden, I., Hosier, A… Lorey, T. (2014). The information literacy user’s guide: An open, online textbook. Retrieved from http://textbooks.opensuny.org/the-information-literacy-users-guide-an-open-online-textbook/.

What Makes a Literacy?

Miller, Olivia

IL

Bergson-Michelson, T. and Serof, J. (2016). What makes a literacy? Knowledge Quest 44(5).

Summary

This essay clearly and concisely defines "literacy" in a way the explains all the contemporary uses of "literacy" that have been springing up in educational contexts: digital literacy, civic literacy, financial literacy, etc. Answers the question: are these emerging skill sets the province of school librarians? With a resounding YES. Defines literacy and fundamentally a sense-making process; traditional literacy (as in, learning to read and write) transforms symbols on a page into consumable content and information. Other kinds of literacy similarly transform the unknown into sensible components. Students are struggling with sense-making in new contexts; school librarians can help. This includes learning to ask the right kinds of question as a learning process skill that can be applied everywhere. New situations, subjects, and technologies are not impossible to tackle if students know how and what kinds of questions to ask.

Review

This essay is very short; I felt its conciseness actually helped its articulateness. Literacy is a huge topic that branches out into many different kinds of things. This helped me step back and understand it before diving into to more particular details and sub-topics like 21st Century Skills and Digital Literacy. It also contains references to scholars and other essays that become more specific under the Literacy umbrella. A strong piece with many paths to other readings and references.

Modelling information literacy for the classrooms of the future

Jana Brubaker

PS

McNichols, S.  (2015).  Modeling information literacy for the classrooms of the future.  Journal of Librarianship and Information Science, 47(4), 303-313.  doi: 10.1177/0961000614526612.

Most models of information literacy were developed for 20th century modes of research and education.  Old models view the information seeker as a consumer of information; the seeker evaluates and organizes it.  Due to developments in technology, however, information seekers are now viewed as creators and originators of knowledge rather than consumers.  There are no models yet that adequately explain the creation process.  With schools beginning to have students develop web games and other educational technology, we need to adapt existing models to these new models of information literacy.  One of the ways that we can do this is to look at the activities happening in the classroom around technology.  We should also use the AASL’s standards for the 21st century learner as guidelines for our new models.

I think this article made some important points, such as the necessity to include terms like “creators” and “originators” in new information literacy models.  These terms are included in the AASL’s standards, so we should consider them important for new models.  The article also mentioned revising our ideas of linearity.  Most information literacy models value a linear, progressive model. This is not always realistic since people often circle back during research.  This is a good point and should be considered in the development of new models.

Information Literacy: Essential skills for the information age

Acacia Wilson

IL

Eisenberg, M. B. (2008). Information literacy: Essential skills for the information age. DESIDOC Journal of Library & Information Technology, 28(2), 39.

Summary: This article discusses The Big6 process for information literacy. The process has six steps: (1) Task definition, (2) information seeking strategies, (3) location and access, (4) use of information, (5) synthesis, and (6) evaluation. Students have to understand the task before they can begin the process, they then move into information seeking strategies, which may include selection of possible sources and how to find the most appropriate/reliable sources. Next, is the actual location of sources, followed by using the information from the sources and determining how to do that. Then students will synthesize sources to determine how to organize and present them. Last, students will evaluate the process and the results to determine effectiveness and efficiency. He also discusses how to integrate and teach technology during the information process and the importance of embedding information literacy instruction into real units, instead of creating units simply to teach information literacy.

Review: This article does a great job of breaking down the information process and giving tips for how to teach it effectively. The break-down is easy to understand and the author gives clear steps to follow. A few seem to overlap and seem similar. Mostly step two and three, which sound the same and are a bit difficult to distinguish between. From what I understand step two must be teaching information seeking strategies, where step three is actually seeking the information. Overall, I recommend it as a helpful article for breaking down the process and giving a good overview of information literacy and how to go about teaching it. 

Serving the underserved students; low-income and technology

Taylor, Andrea
CA, IL, ET
Zielezinski, M. B. (2016, May 19). What a Decade of Education Research Tells Us About Technology in the Hands of Underserved Students. Retrieved from: https://www.edsurge.com/news/2016-05-19-what-a-decade-of-education-research-tells-us-about-technology-in-the-hands-of-underserved-students

Summary: This article is about how to use the influx of hardware and software in schools to better serve underserved students. The sad truth is that there is an alarming number of low-income, minority, and special education students that are not  graduating from high school. In a study of edtech, it was found that access to internet sources was not enough; technology could not be used for remediation and drills and benefit these students. It is a problem when privileged students use technology for so much more, while underserved students are limited to drills. It is from this issue that five tips are provided.

The first tip is to not use technology for remediation. This means rather than using technology to drill kids into learning the standards for their grade level, schools should use technology to bring the students in. The goal should be to engage students in relevant ways, teaching them communication, collaboration, and critical thinking, not to just have kids memorize facts and equations.

The second tip is to have the students get creative by having them design their own digital content. Examples of this is how students can create their own film documentaries or use social media as a way to teach and learn. The biggest benefit to this is that students will create ongoing portfolios that they can add to for years to come.

The third tip is to use digital tools that incorporate interactivity. The best programs/apps are ones that allow students to come to their own conclusions and understandings, allowing them to see real life situations, and be able to use many forms of media.

The fourth tip is to view the students as experts and have them share their "expertise" with a real audience. This is shown to improve the quality of their work, encouraging creativity and ingenuity. Rather than write a small paper for the teacher, they have the opportunity to create a film for an entire community of people.

The fifth tip is to find the perfect blend of teacher and technology. The two must go hand in hand, and in order for digital learning to be effective the teacher plays an important role.

Review: I really liked this article because it went beyond the claim that low-income students have no access to technology or the internet. It realized that even with access there needs to be further steps taken to help these students thrive and utilize the technology appropriately. Any research done to help underserved students is a must, and I think this article does a great job highlighting five easy to achieve steps.

American girls: Social media and the secret lives of teenagers

Bradshaw, Trina

IL

Sales, N.J. 2016. American girls: Social media and the secret lives of teenagers. New York: Random House.

Summary:

The author of this book travelled across the country and interviewed teenagers to figure out how they use social media. Armed with plenty of research to legitimize what she hears, she gives the nitty, gritty, ugly truth about how Instagram, Whisper, Yik Yak, Vine, YouTube, Kik, Ask.fm, and Tinder have changed how teens (especially girls) interact with each other. She describes how social media stars have changed how girls grow up. She describes how teens idolizing figures like Kim Kardashian, who has made millions off promoting her own nudity online, has normalized this dangerous type of behavior. In addition, the many, many makeup tutorial stars on youtube have ensured that even preteens have the tools needed to look flawless, a necessity in social media platforms that encourage instant judgment. In fact, this pressure to look flawless all of the time has done much to harm the self esteem and image of today’s young girls. She talks about how dating has changed, with more and more interactions taking place online in an environment in which consequences are easier to ignore and risks are easier to take. With pornography being so easily accessible, the teenage culture has become hypersexualized, struggling between extreme sexism and feminism. Lastly, bullying has been much more pervasive in the lives of modern teens, since they are constantly connected in the online world. Much of what she reports proved to be consistent across race, geography, and socioeconomic status. She ends with a call to action; we as adults must be aware and make legislative changes in order to help our teens navigate the new challenges that they face in our evolving world.

Review:

This was a compelling read; I could barely put the book down. Even people who have teenagers and work with teenagers don’t know the extent of the depravity of the expected behavior being pushed by social media, modern celebrities, and the accessibility of adult content online. If libraries are going to stay relevant in the modern age, we must understand the world that our patrons live in. I hear often that we need to engage the community on social media so it is of paramount important that we understand how it is currently being used so that we can either fit in the landscape or be a part of the change to advance the human condition.