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. 

Connectivism: Learning theory and pedagogical practice for networked information landscapes.

Hernandez, Ramon

ET = Educational Theory and Practice

 

Dunaway, M. K. (2011). Connectivism: Learning theory and pedagogical practice for networked    information landscapes. Reference Services Review, 39(4), 675-685. DOI       10.1108/00907321111186686 #sthash.tgBlQIva.dpuf

 

 

             This article covers a theory of learning that is highly relevant and appropriate for today’s highly connected and technological world.  The author introduces the concept of connectivism by illustrating how technology which is increasing the amount and the ability to gather information is directly related to knowledge creation.  Since knowledge creation grows through the connections of different ideas, Dunaway argues that instructors must change teaching strategies that are incompatible with the connections made possible through the increasing availability of internet information and the development of Web 2.0 tools (p. 678).  To argue this the article looks at a variety of learning theories and how connectivism advances previous models, he also address arguments against connectivism as “an entirely new theory of learning” (p. 683).

            Overall, this article does make a good case for considering connectivism as a valuable learning theory.  The strength of the argument comes from the fact that Dunaway does not argue for the replacement of other theories, but as a way to make them stronger through the use of the technological tools used in today’s classrooms.  

Exploring the Use of the iPad for Literacy Learning

Young, Alice

IL-Research about IL
IL-Media Literacy

Exploring the Use of the iPad for Literacy Learning.
Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the Use of the iPad for Literacy Learning. Reading Teacher,66(1), 15-23. doi:10.1002/TRTR.01090

The goal of this article is to explore how a fourth grade teacher could integrate iPads into her literacy instruction to simultaneously teach print-based and digital literacy goals. The teacher used iPads for a three-week period during her literacy instruction and selected apps that provided unique approaches to helping the students meet their literacy learning goals. An explanation of how to develop lessons that meaningfully integrate iPads is presented, as well as lessons learned from the project. Because iPads and similar tablets are relatively unexplored as tools for literacy learning, this work may provide a foundation for teachers and leaders making decisions about whether mobile devices such as these can be useful in literacy classrooms.

The author discusses advantages of using iPads for literacy instruction. Considerations for integrating tablets, such as the iPad, into literacy instruction are provided. Suggestion for moving ahead with iPads for its viability features which may be useful in helping develop instructions. The investigation found that using iPads for literacy instruction not only supported student learning, but students were also highly engaged and able to demonstrate unique and creative ways of responding to text using a technology tool that offers some unique affordability to users.

School Library Media Specialist-Teacher Collaboration

Young, Alice

CO-Collaboration Strategies

School Library Media Specialist-Teacher Collaboration: Characteristics, Challenges, Opportunities.
Cooper, O. O., & Bray, M. (2011). School Library Media Specialist-Teacher Collaboration: Characteristics, Challenges, Opportunities.Techtrends: Linking Research & Practice To Improve Learning, 55(4), 48-55.

The author indicates that the most successful school library media specialists are those who collaborate with teachers as full partners in the instructional process. Without assertive action by the school library media specialist, however, school administrators and teachers are likely to be more aware of the media specialist's administrative role than the roles of teacher, instructional partner, and information specialist. Reductions to library media staff and finding common planning time are examples of serious challenges, but these are not insurmountable. In the context of well-planned instructional projects, collaboration with teachers is a primary way that school library media professionals can demonstrate that their work is a vital part of the academic life of their schools, and a positive factor in improving student achievement.

The article offer thoughtful avenues for media specialist to become more proactive in these challenging times that they need to demonstrate their work is meaningful, relevant, having a positive impact on instructional programs and on student achievement. With the personnel resources being reduced all around, media specialists should participate within and across districts to collaborate with teacher and administrator to make programs more vibrant and relevant for every student.

Fostering Students' Mindsets

Anusasananan, Chalida

ET

Schwartz, K. (2014, March 25). What’s Your Learning Disposition? How to Foster 

     Students’ Mindsets. Retrieved April 7, 2014, from http://blogs.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/ utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

Schwartz expands on Dweck's idea of growth mindet, the idea that the brain is a muscle that can 
constantly be exercised to grow and improve; this idea goes against one that says we are born 
with fixed abilities.  Schwartz names some other ways to foster a growth mindset: belonging to an
 academic community, belief that success is possible, belief that work has meaning and belief 
that intelligence can grow with hard work and practice. 

This goes against the idea that humans are born with fixed abilities.  Dweck discusses that if you 
believe you can't achieve something, you won't be able to.This idea of a growth mindset needs to
be part of school culture.  

Teachers are instrumental in developing this culture.  
If students only have one opportunity to do something or if their grade is fixed, that is fostering a 
fixed mindset.  As educators, we need to show and cultivate a culture where failure is part of the 
learning process.  Failing is okay; you can overcome failure.  Students need to learn from their
mistakes and we need to offer them opportunities to do that.

Expanding the school library media specialist’s role

Hernandez, Ramon

CA-Curriculum Assessment

CO-Collaboration

 

Harris, J. (2014). Expanding the school library media specialist’s role: Integrating close reading activities into the library Curriculum. Library Media Connection, 32(4), 14-16.

                This article calls for the collaboration of teachers and school library media specialists to create and implement close reading activities into the curriculum in order to improve their student’s ability to analyze and understand what they are reading.  The author outlines the steps necessary to integrate close reading assignments into a classroom and how close school librarians need to work with teachers in order for these assignments to be successful.  The author argues “Schools can no longer relegate teaching reading skills to just a handful of teachers. The role of the media specialist as a reading teacher is central to the school reading/literacy program” (p. 14).  For this to be successful the article explains that school librarians must be more involved in teacher’s meetings, curriculum planning, and other roles where school librarians are not typically found in the teaching and learning process.

                The article also demonstrates how collaboration and close reading activities help schools meet Common Core ELA standards.  Overall, the article illustrates how student learning is the focus of this approach, which helps the article present an effective argument for adopting this approach.  The author shows how this process will function by stating “The second stage of close reading involves rereading the text again. The media specialist works with students on a higher level of thinking. Questions should allow students to bring their own ideas to the table and focus on the author’s purpose, the flow of the text, and the meaning of words” (p. 15).  The strongest points of this article is how this approach will lead to the improvement of student learning and reading skills, but with the addition of helping to meet current learning standards makes this approach a logical choice for teachers and school librarians.     

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.