Back after a long mandatory vacation.
LIBR 233 Research and Discussion Forum
Welcome to the communication hub of LIBR 233. Here, you can read and share articles, discuss the challenges and opportunities in school libraries today, and collaborate on your course projects.
Friday, November 12, 2021
Monday, June 22, 2015
Getting Ready for ALA Annual Conference in San Francisco this weekend?
Check out this post from Teacher Librarian and Conference Pro Jane Lofton:
Jane Lofton's Adventures in School Libraryland: Getting Ready for a Conference and Making the Most of It
Jane Lofton's Adventures in School Libraryland: Getting Ready for a Conference and Making the Most of It
Wednesday, May 14, 2014
A Beautiful Example
Hyman, S. C. (2014). Planning and creating a library learning commons.
Teacher Librarian, 41(3), 16-21.
This is a beautiful article; I am fighting the urge to
copy it verbatim for my Vision assignment. Shannon Hyman details her district’s
process of building a LEED-Certified Elementary School and creating a Learning
Commons with great deliberateness. Intentionality, beauty, literacy, and
connection run through this process and presumably the space itself. Hyman
writes that “planning a center of teaching and learning means restructuring existing
notions about libraries as storage spaces and constructing a vision of the
space as a scaffold to support both formal and informal learning experiences
simultaneously.” (Hyman, 2014, p.16). She offers specific examples of seating
choices, marine-grade fabrics, foldable tables; she also shows clearly how
students use the space and how this use is purposeful, readily adaptable to different
learning purposes, and aligned with the school’s goals. This purposeful
alignment shows in her statement that planning followed the
“AASL Standards for the 21st-century
Learner in Action (2009) and our school's inaugural initiatives, which include
the precepts that learning is cooperative, empowering, active, and meaningful.
Our planning team knows intuitively that in order to maintain the integrity of
this vision and create a culture of readers, we must tend to the space, the
furnishings, the collection, and most of all the people. We make every decision
based on three distinct priorities-people, flexibility, and durability-knowing
that the core of our learning community requires a learning commons. Our LLC is
not a storage place for books and equipment with limited accessibility.
Students are greeted with a series of posters that remind them that in this
space we think deeply, speak gently, read widely, and work hard.” (Hyman, 2014,
p. 17)”
Hyman goes on to describe
the power of collaboration and the primacy of literacy in an elementary school
library; she posits the Learning Commons as the center of a story that radiates
through the school and offers a beautiful quotation by Mem Fox about how
literacy sharing is collaborative in nature. Love of story and careful attention to children’s needs—as
evidenced by clear planning and ergonomically designed gliders, tables, and
stools—make this library one I’d love to see in person. She clearly explains the multiple roles
that the LLC plays, saying that though its design, “our LLC is a curious
balance of two worlds: cozy, restful spaces for overly stimulated minds and
roomy areas that activate wonder, the exchange of ideas, and exploration”
(Hyman, 2014, p. 21). I highly recommend this article.
Google in Court
Herold, B. (2014, March 13). Google under
fire for data-mining student email messages. Education Week Online. Retrieved from http://www.edweek.org/ew/articles/2014/03/13/26google.h33.html
I
work at a “Google Apps for Education” school. I use Google Documents with
students and colleagues every day; I use Gmail all of the time. In that regard,
I am biting the hand that feeds me. However, any school using Google’s suite of
apps ought to pay close attention to this article, which carefully delineates
the case against Google heard this spring in Federal court. Quite honestly, it
also explains the numerous spam emails my seventh eighth grade students receive
through their school Gmail accounts. It’s a powerful reminder of the adage, “when
you’re receiving a free service, you are not the customer.”
Herold
delineates the suit brought by nine different plaintiffs against Google; Google
admits to data-mining student email messages for marketing purposes. Google
also created profiles using this data for the purpose of targeted marketing.
Data mining potentially violates Federal laws prohibiting unwarranted wiretaps;
at issue is whether Google’s admission that it “scans” student emails for
targeted advertising violates this law. Herold offers examples of how districts
and universities are responding, as even schools that opt out of advertising
are subject to Google’s scanning of all correspondence. Notably, he cited the
University of Alaska’s “Google mail FAQ’s” publication that alerts students to
the fact that keyword scanning will be used.
This
article provides essential background not only for school and district staff
members, but also for students who are either Gmail users or involved in any
kind of digital citizenship education.
Academic Paper on Communication Commons in Academic Libraries
Browndorf, M. (2014). Student
library ownership and building the communicative commons. Journal
of Library Administration, 54:2, 77-93, doi:10.1080/01930826.2014.903364
This recent scholarly paper
is a must-read. Browndorf argues powerfully that prioritizing student
participation within the library may be the best preparation for participation
in the wider cultural commons post-graduation.” (Browndorf, M. 2014) She
reviews existing literature, citing Birdsall’s 2010 “Communicative Commons”
model as a means for connecting college students to a wider cultural commons
and to more engaged communication. She moves on to cite Beagle’s knowledge commons
(2006) as a model to which school and academic libraries can affordably aspire.
Browndorf’s proposed transformations are deliberately student-centered and
cost-effective: while her article is not a showcase of beautiful furniture, she
focuses on how academic libraries can create a powerful shift in purpose
through student engagement.
Browndorf
sets up her proposed suggestions after thoroughly reviewing the origins of the
use of the term “commons,” going back historically to shared grazing areas. She
cites Hardin’s 1968 “Tragedy of the Commons,” in which no one takes
responsibility for shared resources, resulting in their demise. She then moves
though a psychological literature review regarding the positive impact of
student ownership on student engagement and learning. Make no mistake: this is
an academic paper. However, I can see that a teacher librarian may need to
submit this to a district superintendent or wary board of trustees in order to
gain support for a Learning Commons model.
Finally,
Browndorf’s recommendations are sound: she proposes student advisory committees
and councils as ways to create and assess learning commons models; she also
recommends student creation and implementation of library orientation services,
noting student-designed library web apps. This article offers a solid idea in
conventional-enough packaging; it’s a good read and a potentially useful
advocacy tool.
Excerpt from Howard Gardner's New Book of Educational Technology
Barseghian, T. (2014,
January 27). How can we maximize the
potential of learning apps? KQED Mind/Shift. Retrieved from
http://blogs.kqed.org/mindshift/2014/01/how-can-we-maximize-the-potential-of-learning-apps/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
I generally find the
Mind/Shift Blog to be full of ideas that are both rich and practical; this post
was ne exception. I follow Howard Gardner’s work closely—he is best known for
his work on Multiple Intelligences and currently works at Harvard’s Project
Zero, an incredible educational organization. His most recent book—co authored with Katie Davis—is titled The App Generation: How Today’s Youth
Navigate Identity, Intimacy, and Imagination in a Digital World. I read two reviews earlier
this winter in which the reviewers found Gardner’s tone a little preachy and
vague, pitting “youth” against “adults” and creating a false dichotomy between
a generation reliant on electronic devices and a generation accustomed to
communicating differently. Surprised that Gardner would draw such a sharp
distinction, I hesitated to rush to put the book on hold at my public library.
However, after reading the excerpt Tina Barghasian selected, I may go back and
read the book, but slwoly0- and with an eye to my 75-year-old father’s
increasing tech-savviness.
In the excerpt reprinted, Gardner
and Davis warn against the majority of educational apps that they say serve an
outdated model of “factory-style” automation, rapidly and sleekly delivering
digestible educational content with a rewards system that they compare to
behaviorist B.F. Skinner’s. However, they also point to the promise of emerging
web 2.0 technologies as far richer and more engaging. They claim that “as we transition from web 1.0 to web 2.0 and beyond, there is
no reason anymore simply to respond to stimuli fashioned by others, no matter
how scintillating and inviting they may be. Rather, any person in possession of
a smart device can begin to sketch, publish, take notes, network, create works
of reflection, art, science — in short, each person can be his or her own
creator of knowledge.” (Gardner and Davis, 2013). They use Scratch as an
example of a potentially wonderful app for fostering ingenuity and engagement,
yet also warn that, like a hammer, even an engaging app can be misused—in this
case, for hacking. This excerpt concludes with a reminder that mindful, attentive
adults need to be attending to children’s engaged learning rather than offering
mindless consumption in the name of education. The authors choose a Sesame
Street word finding app as an example of a tool that could potentially be a
path to greater engagement with words in the world for young children, or a
mere electronic babysitter.
I was hooked—again—by Gardner’s thinking and
will be reading the whole book this summer.
Tuesday, May 13, 2014
Librarians as Professional Developers
Abilock, D., Fontichiaro, K., and Harada,
V., eds. (2012). Growing Schools:
Librarians as Professional Developers. Santa Barbara, CA: Libraries
Unlimited. ISBN 978-1-61069-041-6. 390 pages.
This
book combines the visionary and the day-to-day in schools, offering advice to
teacher librarians that is at once inspiring and practical. Full of big ideas
and practical recommendations, it is a must-read for Teacher Librarians;
arguably, it is a must-own. The editors
draw upon their considerable experience and expertise in school libraries and,
more importantly, in school communities to position teacher librarians as
crucial to quality professional development since they directly impact all
stakeholders within a school.
The
editors do an especially good job of explaining common pitfalls and the realities
of the needs of adult learners.
They focus on communication basics, underlining the importance of strong
interpersonal skills. In exactly the same way these skills are critical in
reference interviews, they are equally if not more important in teacher
librarians’ conversations with faculty and administrators within a school. They extend a metaphor of a garden and
show specific and varied examples of how teacher librarians have used a wide
set of entry points and instructional tools in order to further not only
professional development, but school-wide learning. I found the case studies to be the most helpful part of this
book, as best practices models are key for any teacher librarian, whether new
or experienced.
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