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

The History of Curriculum in America, Part II (C)

Greene, K. (2009, Apr. 4). The History of Curriculum in America, Part II (C) [Video file]. Retrieved from http://www.youtube.com/watch?v=_szKWOgxJVc

 

Chole' Tiscornia
12/5/12

Summary:

 (1980’s to 2000’s) In this final series on the History of Curriculum in America, Greene identifies key points in our history that continue to dictate our nation’s public school curriculum. Starting in the 1980’s, we left off with a return to the basics due to reports of failing SAT scores. Different educational practices started to emerge like homeschool programming for everyone; introduction of phonics for reading comprehension, and a damaging article entitled A Nation at Risk which scared the entire country. At this time, the nation was in the throes of a terrible economic recession, and people were once again blaming the education system.

 

In the 1990’s Milwaukee was the first district in the country to offer school vouchers for parents to choose what schools they wanted their children to attend. It did not take long for this idea to spread throughout other states as well. Charter schools also popped up, with the first one in Minnesota. The geographical location of the states is important as Greene points out that throughout our nation’s history, much of the educational reform, standards, and practices, originated in the North East. Education reformists had now moved to the mid-west. However, in 1993, Massachusetts passed the Massachusetts Education Reform Act which started common curriculum and statewide assessments. Other states of course followed. Scripted curriculum took over state and district teaching standards and textbook publishers along with anyone else related to textbooks and materials started to become the drivers of the curriculum. In 1998, the Higher Education Act is amended.

 In 2001, the No Child Left Behind Act (NCLB) revisited the war on poverty. It is another attempt to get teachers to work in poorer neighborhoods. It holds schools accountable for student achievement levels, and delivers penalties for schools that do not make adequate yearly progress. For the first time in our nation’s history, the U.S. Department of Education, which was originated to share best practices, give out grants, and help schools get ahead, was turned into the education police force.  Many states resisted, but are still bound by a system of reward and punishment.

Evaluation:

I feel the last video in the series more or less further solidified the political nature of our education system as it is today. However, the video highlights the many avenues people, schools, districts, and states have taken in response to the negative reports and attitudes that are now a part of our education conscience. In the last 25 years or so, public schools seem to be playing dodge ball against reformists with a monetary agenda (homeschooling, phonics, etc.), sales people who have benefitted from standards in curriculum and testing (textbook publishers, printers, writers, computer sales, etc.), and a nation that cannot make up its mind if it wants to educate children to become responsible members of our democratic society, or so they can help us be number one in innovation, technology, military capabilities, etc. Although I do believe changes are necessary in the way we teach students because of the advancement and availability of helpful technology – and the way students have adapted their learning towards it – I do not feel education has failed us. This video lecture series on the History of Curriculum in America, even in its brevity, points to a fickle society that makes decisions and implements policies for short-term gain, on impulse to popular sentiments, without considering the long-term impact and its subsequent consequences.

History of Curriculum in America, part II (C) 

The History of Curriculum in America, Part II (B)

Greene, K. (2009, Apr. 4). The History of Curriculum in America, Part II (B) [Video file]. Retrieved from http://www.youtube.com/watch?v=C6qAzQ95hGQ

Chole' Tiscornia

12/5/12

 

(1940’s - 1970’s) In this third video in the series of four, Greene starts us off in the 1940’s. This is also the time of WWII. There were a lot of school drop-outs; the depression was still in full swing, too. More women started to move into more advanced coursework. Additionally, the GI Bill allowed for even more people to go on to college. This meant more teachers! Soon after, we experienced a post-war baby-boom. Even more teachers were needed, as well as materials. Education started to cost more as a result. Also along this time people were developing shared languages as TV brought more people together. Next came the Red Scare and that meant that teachers had to be very careful what they said in class, and strict standards were once again enforced to balance on the tightrope. Questioning was not encouraged. Also in 1957, SPUTNIK was launched and Americans became worried they were falling behind so a return to the basics was implemented so we could develop more rocket scientists.

The 60’s brought more of the same as the Space Race was in full swing. However, JFK became President and along with him and his wife, they brought Arts into society and schools followed. Art started to become cool again. It was okay to explore, invent, be different, and question. Dick and Jane finally got a black friend. Also in the 60’s came the Cuban Missile Crisis and Cuban families began migrating to Miami. Laws were signed by LBJ such as The Elementary and Secondary Education Act (ESEA) as a way to fight a war on poverty which was growing faster. This act meant to bring teachers to low-income schools. Another act, The Higher Education Act of 1965 increased federal funding to higher education, provided scholarships, and student loans. It also established a National Teachers Corps.

The 70’s brought unintentional segregation that was met with mandatory bussing to better integrate children in schools. This started the White Flight – when many whites moved out to the suburbs where busing was not an issue, and if they did stay in the cities – into private schools.

For a while, teachers were teaching the metric system, but it did not work as our culture does not use it, and even teachers didn’t understand it. In 1977 a report came out showing that the nation had declining SAT Scores. This led the curricula back to the basics once again. The metric system went out the door and an emphasis was increased once again on the survival subject, the three R’s.

Evaluation:

This third video lecture in the series started to make the history of curriculum in American schools make more sense. I’ve always wondered why I learned some subjects, while my children have been taught others. I have a better sense of why this happens – reports – studies – economic worries – national security concerns – etc. Not enough of the impetus in changes to our system is about the system itself. It’s like being a math major in college and people want you to have excellent writing skills. It is not a problem with the schools or the intelligence of the student; it is just what they have concentrated on. When people use the phrase, our schools are failing our children, I feel these statements are based on selective samplings and not a true indication of how far a child might have come in their learning process – which should be celebrated, not denigrated.

History of Curriculum in America, Part II (B)

History of Curriculum in America, Part II (A)

Greene, K. (2010, July 21). History of Curriculum in America, Part II_Movie A [Video file]. Retrieved from http://www.youtube.com/watch?v=kN63cUkeLzQ&feature=relmfu.

Chole’ Tiscornia 12/05/12

Summary:

(1919-1930's) Picking up from where Greene leaves off in History of Curriculum, Part I, (see my previous post), Greene reminds us that when soldiers came home from WWI they had a new sense of being an American and had stories to share. New interest groups like Irish Americans, Italian Americans, and others wanted a place in history, too. Also about this time, high school counselors started talking kids out of finishing high school since it was really for college bound students. They were encouraged to look at other alternatives because the schools had too many students who were not performing well.

The 1920’s brought us the Scopes Monkey Trials where evolutionary theory was ejected from school classrooms and creationism, which is true to the Puritan mantra, would still be taught. In 1926, the first SAT was initiated. It was used initially as a means to give out scholarships, but was quickly picked up to make predictions about students’ abilities to succeed in college. In 1928, Dewy became an international face of education. He was and is considered the Father of Pragmatism, but really he was working off the work of William James. Pragmatism relates to the mind as being an instrument for realizing purpose. Ideas are plastic and adaptable conceptual tools of one’s mind. Dewey believed in exploring, problem solving, and involvement with purpose. Ideas like thinking rather than memorizing, and learning by doing were part of his theories. School is not separate from the world, but part of it. He also was anti-authoritarian, where knowledge was delivered, rather than understood. Other terms like experiential education, outcomes based education, and education as a purpose for each individual regardless of their college intentions are linked to Dewey.

 

The 1930’s brought the Great Depression and the population became even more mobile as they headed West and other places looking for jobs. The WPA brought artists and storytellers into schools. An important student of what was then considered our failing schools was something called The 8 Year Study, where the first charter schools were started and evaluated. At this time, the Dick and Jane Basal Readers emerged. Whole word reading, and standards meant to keep the country cohesive were beginning to emerge.

 

Evaluation:

My thoughts on this part are similar to my previous evaluation on the first video of the series. It was interesting to learn just when and why certain ideas emerged and what prompted changes in curricula. Understanding what is going on in the country help me to better understand where we are at today.

 

History of Curriculum, Part II (A)

The History of Curriculum in America, Part I

Greene, K. (2009, June 5). History of Curriculum in America, Part 1 [Video file]. Retrieved from       http://www.youtube.com/watch?v=Tx_VFbQznco

Chole' Tiscornia

12/5/12

Summary:

 

This is the first of a four video presentation on the History of Curriculum in America. Starting in the 18^th century Greene sets the stage for the inception of what we currently refer to as our education system. The New England colonies were organized by Puritans, which meant that the whole purpose of education was to learn to read so students could be taught religious beliefs and avoid cultural decline in the savage land. This is truly a great opening and hook. The first American schools were of groups of families with money, basically. Education was not a right so much as it was a responsibility. Early curriculum was set around survival studies, which we commonly refer to also as reading, writing, and arithmetic, or the three R’s. For extra money, students could learn other subjects.

 

From there, Greene takes us through important decades in education reform. The 1830’s brought Horace Mann and Henry Barnard, who redefined the common school. State’s started licensing teachers, and standardized curricula and methods began. The 1830’s brought about immigration where many settlers moved west, so standards were a way to ensure those leaving the New England area would continue to conform to the Puritan purpose. Soon, the Department of Education was established with the purpose of sharing best practices, give out grants, and help schools get ahead, but also to share the Anglo-Saxon frame of mind. Other changes occurred including acts that solidified the goal of high schools as a stepping stone to college, and the committee of ten (men) who ensured the curriculum was based on the survival courses, void of arts, sports, or vocational classes.

In 1909, progressive voices helped curricula change from memorization to something of tangible value. John Dewey, who felt that students learn by doing, was followed by the Carnegie units, a standard of acceptable instruction still used today. Additionally, the progressives welcomed the Cardinal Units of Secondary Education, 1919, because subjects included were health, vocation, and civic education, among others. Also at this time, after WWI, a sense of solidarity among Americans began to immerge and dances, drama, and sports were added to build cohesion.  

Evaluation:

Although these videos are snapshots of the history of education, they never-the-less informed me in a straight-forward, comprehensible way. I know there is more to the story, and I need to question what parts of history are left out of the lesson, but I believe the points, dates, and influential people are accurate. Greene’s sifting of all the components that started our educational journey to arrive at her hypothesis is a fun adventure.   

 History of Curriculum in America, Part I

Connecting conditions of learning theory to brain/mind principles:

Frederick, Lauren

Rushton, S. P., Eitelgeorge, J., & Zickafoose, R. (2003). Connecting Brian Cambourne’s conditions of learning theory to brain/mind principles: implications for early childhood educators. Early Childhood Education Journal, 31.

Summary:

            This article connects Brain Cambourne’s Conditions of Learning to a constructivist philosophy of education as well as to established brain-based principles. Various classroom conversations between primary-aged children illustrate specific classroom activities that help link the brain principle to each of Cambourne’s conditions. Constructivists believe that the learner constructs understanding of the environment through active response to sensory experiences. Brian Cambourne, an Australian educator, developed a constructivist theory of how children learn literacy skills. After three years of field research he proposed the following Conditions of Learning:

a)              Immersion

b)             Demonstration

c)              Engagement

d)             Expectations

e)              Responsibility

f)              Employment

g)             Approximation

h)             Response

            In a constructivist, brain-based learning environment, the role of the teacher would be to act as a facilitator or guide to create meaningful opportunities and situations so that the children can explore, ponder, and actively engage in their learning.

Evaluation:

            This was a strong article, and though a bit dated, still has a lot of relevant information regarding the constructivist philosophy of education. There are large charts with valuable information surrounding the conditions of learning and he breaks down each one in a meaningful way.

How 'flipping' the classroom can improve the traditional lecture

Frederick, Lauren

Berrett, D. (2012). How 'flipping' the classroom can improve the traditional lecture. Education Digest,78(1), 36-41.

Summary: The article discusses the practice of "flipping" in education, or disrupting the traditional model of students passively receiving information from teachers through methods such as interactive learning, group work, peer instruction, and computer-based learning outside of the classroom. The popularity of flipping in higher education due to technological innovations, high student-to-professor ratios which make personal attention in traditional lectures difficult, and the desire to increase active learning is also explored. Lectures in college can turn to chaos, but it is welcome. It takes many forms, including interactive engagement, just-in-time teaching (in which students respond to Web-based questions before class, and the professor uses this feedback to inform his or her teaching), and peer instruction.

Evaluation: This is an informative article on FLIP, focusing on how it works in the college setting. It has proven to be a productive model, particularly with all of the online resources available now for content acquisition in a variety of formats. Much of the reading is done on student’s own time, which I find to be interesting. It keeps the students motivated to be more active in class, discussing what they have already learned. The article mentions that one professor gave 8 quizzes throughout the semester, just to be sure that they were reading in advance and keeping up for discussion.