Jones, Erik
ET
Leeder, K. (2009, Oct. 14). Learning to teach through video. Retrieved from: http://www.inthelibrarywiththeleadpipe.org/2009/learning-to-teach-through-video/
Summary
Knowing how to use more modern methods of teaching is essential for the growing digital world that we find ourselves a part of. This article does a good job at discussing how teaching though various media platforms allows for a wider diversity of lessons in addition to a larger online audience through video based websites like YouTube. The author goes into the pedagogical theories of instruction and learning which is necessary to understand the framework that a tool such as video can be useful and beneficial to both instructors and learners. The principles for multimedia learning are great takeaways for readers as they serve to set the boundaries and limitations that should be adhered to when lesson planners use this form of instruction to teach students.
Evaluation
Not having much experience with web tools and teaching, I really found this article to be incredibly informative and useful. I had an assignment for another course in which I used a screencast to teach viewers how to use the Disc Cleanup and Defragment tool that comes pre-installed on their computers. It was an eye-opening experience for me that opened up a lot of different avenues for getting lessons, ideas or messages to more people using more modern tech tools. I also enjoy this blog and follow a lot of the articles they post as it is frequented by fellow librarians and assistant librarians.
Friday, December 4, 2015
7 Things You Should Know About The Modern Learning Commons
CO =
Collaboration
Friel, Holly
Educause
Learning Iniative. (2011). 7 Things You Should Know About The Modern Learning
Commons. Educause. Retrieved from http://www.educause.edu/library/resources/7-things-you-should-know-about-modern-learning-commons
Summary:
A Learning
Commons “evolved from a combination library and
computer lab into a full-service learning, research, and project space.” The
Learning Commons model transforms a traditional school library from a place
where students and staff come to seek out information, typically working
individually, into a space where in addition to that type of research, informal
and formal collaboration can occur. The
nature of collaboration that a Learning Commons encourages goes beyond
traditional student-to-student or staff-to-staff collaboration: “Its strength
lies in the relationships it supports, whether these are student-to-student, student-to-faculty,
student-to-staff, student-to-equipment, or student-to-information.” In addition to being a space where students can meet,
study, and borrow materials, the Learning Commons serve as “libraries, labs,
lounges, and seminar areas in a single community gathering place.”
Review:
This short
article provides a good foundation for understanding what a Learning Commons
is, as well as some of the possibilities and challenges in creating and
maintaining one
Critical thinking and cognitive transfer: Implications for the development of online information literacy tutorials
Jones, Erik
IL
Reece, G. J. (2005). Critical thinking and cognitive transfer: Implications for the development of online information literacy tutorials. Science Direct, 20(4), pp. 482-493. doi:10.1016/j.resstr.2006.12.018
Summary
Specifically focusing on how critical thinking skills and abilities will allow people to better process and use the information that they are given during class instruction or from an information provider, the core focus of this article describes how critical thinking skills can be used to better process and understand information. Knowing how to verify and authenticate information, how to vet sources of information, how to provide information are all necessary critical thinking abilities that information provides like librarians need to take into account before providing information to patrons. The same is true from the perspective of the patron or learner, knowing how to verify the information given to them will help prevent faulty or unreliable information from spreading.
Evaluation
As information literacy is the goal many librarians strive for when assisting patrons, it is essential that patrons have the critical literacy skills necessary to comprehend and make use of the information being provided to them. What point is there to giving information to someone who neither understand it or makes use of it? I enjoyed reading this article as critical literacy skills (critical thinking skills) are something I feel people should pay more attention to and invest more time in using throughout their daily lives. It would make things so much easier to accomplish and deal with for everyone.
IL
Reece, G. J. (2005). Critical thinking and cognitive transfer: Implications for the development of online information literacy tutorials. Science Direct, 20(4), pp. 482-493. doi:10.1016/j.resstr.2006.12.018
Summary
Specifically focusing on how critical thinking skills and abilities will allow people to better process and use the information that they are given during class instruction or from an information provider, the core focus of this article describes how critical thinking skills can be used to better process and understand information. Knowing how to verify and authenticate information, how to vet sources of information, how to provide information are all necessary critical thinking abilities that information provides like librarians need to take into account before providing information to patrons. The same is true from the perspective of the patron or learner, knowing how to verify the information given to them will help prevent faulty or unreliable information from spreading.
Evaluation
As information literacy is the goal many librarians strive for when assisting patrons, it is essential that patrons have the critical literacy skills necessary to comprehend and make use of the information being provided to them. What point is there to giving information to someone who neither understand it or makes use of it? I enjoyed reading this article as critical literacy skills (critical thinking skills) are something I feel people should pay more attention to and invest more time in using throughout their daily lives. It would make things so much easier to accomplish and deal with for everyone.
Multimedia Learning Theories and Online Instruction.
Jones, Erik
ET
Tempelman-Kluit, N. (2006). Multimedia Learning Theories and Online Instruction. College & Research Libraries, 67(4), 364-369. Retrieved from: http://crl.acrl.org/
ET
Tempelman-Kluit, N. (2006). Multimedia Learning Theories and Online Instruction. College & Research Libraries, 67(4), 364-369. Retrieved from: http://crl.acrl.org/
Summary
This article deals with some of the various learning theories and issues that arise when making an online lesson plan and presenting information to the students in the course. The key takeaways from the article are the Cognitive Load Theory and Cognitive Overload. Cognitive Load Theory deals with eliminating all redundant information that a student doesn't really need to hear during a lecture, repetitive information, or information that is too detailed and can potentially overwhelm the student. Cognitive Overload is the process from which students get overwhelmed with too much information presented to them at once, which is essential to keep in mind as an online instructor as the bulk of what students will be doing is reading multiple dry articles on a daily basis and overwhelming them is a good way to get them to fall behind or even drop a class.
Evaluation
I've been a student at two online universities now so I am fairly experienced with how lessons, group work and homework are done for each of the classes, but not everyone has the same level of experience. Some are just now realizing the viability of an online education for those with busy lives and no time to sit in a classroom for hours on end. Understanding the various learning theories that use different forms of multimedia applications to teach students is essential to understand both as an instructor and as a student, you can never underestimate knowing how something works and how it can best be used.
Applying Universal Design to Information Literacy Teaching Students Who Learn Differently at Landmark College
Jones, Erik
ET
Chodock, T., & Dolinger, E. (2009). Applying Universal Design to Information Literacy: Teaching Students Who Learn Differently at Landmark College. Reference & User Services Quarterly, 49(1), 24-32. Retrieved from: https://journals.ala.org/rusq
Summary
This particular article discusses the various learning disabilities that prevent students from learning at the same rate or in the same way as other students. Primarily concerned with children who have ADD or ADHD, the article focuses on adjusting the ACRL standards to be more inclusive for diverse learners. Applying their Universal Design for Information Literacy to the lesson plans and learning activities to the classroom would allow students with learning disabilities and those without to get more one on one time with the instructor, a quieter place to study, or even more time on tests or homework to better accommodate their needs.
Evaluation
I thought this article was personally relevant as I was branded with ADHD in elementary school and shuffled off into a special ed classroom equipped with teachers who had no idea how to help kids who learned differently, were a little more energetic than other students, had issues at home that affected their learning, or were simply bored and wanted something else to do. The Universal Design for Information Literacy I feel is a step in the right direction to help students like me who were wrongfully labeled or legitimately have learning disabilities that require them to have more time on tests and homework or who need more time with the instructor to understand and perform at the same level as other students.
ET
Chodock, T., & Dolinger, E. (2009). Applying Universal Design to Information Literacy: Teaching Students Who Learn Differently at Landmark College. Reference & User Services Quarterly, 49(1), 24-32. Retrieved from: https://journals.ala.org/rusq
Summary
This particular article discusses the various learning disabilities that prevent students from learning at the same rate or in the same way as other students. Primarily concerned with children who have ADD or ADHD, the article focuses on adjusting the ACRL standards to be more inclusive for diverse learners. Applying their Universal Design for Information Literacy to the lesson plans and learning activities to the classroom would allow students with learning disabilities and those without to get more one on one time with the instructor, a quieter place to study, or even more time on tests or homework to better accommodate their needs.
Evaluation
I thought this article was personally relevant as I was branded with ADHD in elementary school and shuffled off into a special ed classroom equipped with teachers who had no idea how to help kids who learned differently, were a little more energetic than other students, had issues at home that affected their learning, or were simply bored and wanted something else to do. The Universal Design for Information Literacy I feel is a step in the right direction to help students like me who were wrongfully labeled or legitimately have learning disabilities that require them to have more time on tests and homework or who need more time with the instructor to understand and perform at the same level as other students.
Thursday, December 3, 2015
Closing in on Close Reading
Closing in on Close Reading
- Create text dependent questions
- Student generated questions
- Observe and analyze
Samples and sequences are provided to guide the reader in this practical and easy-to-implement article.
Clusters in Common Core
Clusters or text sets are used in Common Core practices to
engage and build on learning concepts. The idea is that students and adults are
given multiple materials on the same subject to review in order to support
student creativity and develop a complete perspective. When readers see that
knowledge is not fixed, that there is no single way to represent an idea, a
literary theme, a historical event, or a scientific concept, they see the role
of the author in new and exciting ways (Aronson, Capiello, Zarnowski, 2012). The
way students can synthesize information from clusters is obviously beneficial.
As a graduate student, this approach to learning is practiced habitually. Developmentally,
I’m concerned that too much information in a cluster may be misused or
overstimulating for a young student. When I’m given one uninterrupted task, I
can sit down and complete the project from beginning to end. If these students
begin, and are given more, and then a little more, and are then asked to end,
and take away a “Big Think”, I believe it’s important for educators to repeat,
and check-in often to determine if a student has grasped the first concept
before cross-referencing with other topics. I would like to see clusters
happening in our education system, but I would like to see lessons that present
one material for one subject as well. I think it’s possible for both types of
lessons to have value in a student’s education. This type of instruction is
perfect for a teacher librarian to facilitate. With appropriate support and
guidance, cluster lessons can easily surpass initial expectations. The article
fails to share how long a cluster lesson lasts. For younger students, it seems
a cluster lesson should take longer, which would mean less subjects are covered
in a school year given the amount of time students have for education.
References:
Clustering and the Common Core
By Marc Aronson, Mary Ann Cappiello, and Myra Zarnowski on December
2, 2012
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