Blog Post 10 LLED 463

The title of the article hooked me right away. I work with many students (boys in particular in grade 5-7) who LOVE video games.  It is absolutely their passion.  This article has me wondering if perhaps I am too quick to dismiss what could potentially be a learning tool. I admit that I, too, tended to believe video games a passive, time wasting activity (Sanford 3).  But I’ve had to reconsider.

Again, in this article we see the theme of the library taking on a new look as we move further into the 21rst century.  Our technology is changing, our students are changing, and learning is changing! I find that entering the TL profession it this time is a double edge sword of excitement and frankly terror!  There is so much to learn and so much information about learning (just over the course of the past month I have read so many Web 2.0 articles I also don’t know what to think anymore!).  But I digress…I love that this article embraces the “obvious contention between play and learning”  (Sanford 2).

I also appreciate that the article says school libraries need to embrace students interests to help all students be successful, but I did wish that this article could have provided some specific examples of how a TL might use video games day to day.

 

Works Cited:

http://asselindoiron.pbworks.com/f/14_2sanford.pdf

Blog Post 9LLED 463

This article highlights some more Web 2.0 tools that educators can use. Pod casting is an interesting tool to consider, especially for students who may be nervous when it comes to public speaking.  Creating a podcast could be a good adaption for students who don’t otherwise feel comfortable doing an oral presentation.

This article also provides some good points for about the Library 2.0 philosophy.  As I believe I noted in my first blog post for this assignment, I believe that behind each use of technology or use of Web 2.0 tool should be an educational sound reason and justification for doing so.

 

Works Cited

Stephens, Michael. "Web 2.0, Library 2.0, and the Hyperlinked Library."         ScienceDirect.com. N.p., n.d. Web. 23 Mar. 2013.         http://www.sciencedirect.com/science/article/pii/S009879130700105  0

Blog Post 8 LLED 463

If not over done, I think that pop culture can be a useful and fun learning tool for teacher librarians. In our class discussion we often talked about award winners, multicultural books and well know "teacher" books that we have used or recommended using. Indeed we read about integrated the arts across the curriculum using literature and why to use trade books and text books. Surely some of the same principles can be applied in popular culture. Friese questions with Disney books, etc.should in fact be included in the library and what purpose do they serve? (Friese 2). This is a library programming question as well as library collection question.

The article highlights the importance of reading even if it is light reading. Perhaps connecting with struggling readers via pop culture books is in fact a good thing. Hooking students is key!

 

Works Cited:

Friese, Elizabeth E.G. "Popular Culture in the School Llibrary: Enhancing       Literacies Traditional and New." School Libraries Worldwide 14.2      (2008): n. pag. Web.         http://asselindoiron.pbworks.com/f/14_2friese.pdf

Blog Post 7 LLED 463

I think one of my favourite things about using Web 2.0 tools in the abillity to gether and collect formative assessment in a relatively easy, and often enjoyable way for both myself and my students. Students also have an array of interactive activities they can do online such as "focus on interpersonal sharing, information collection and sharing and problem solving" (Asselin and Doirom 106). The benefits are clearly there. This blog provides some suggestions for different tool the teacher or teacher-librarian could use above and beyond blogs and wikis.





Works Cited:

Anderson, Steven. "Blogging About The Web 2.0 Connected Classroom." : Formative Assessments Are Easier Than You Think! N.p., n.d. Web. 02 Mar. 2013

Doiron, Ray, and Marlene Asselin. Literacy, Libraries and Learning: Using Books and Online Resources to Promote Reading, Writing, and Research. Markham, ON: Pembroke, 2005. Print.

Blog post 6 LLED 463

In my research and various web surfing and tweeted I had often heard the term “flipped” classrooms and/or libraries but didn’t know what exactly the term meant. I have found that it is applicable to what we have been learning about in class. I do very much like the focus in this articles on student interaction and I believe that’s what a lot of us in our course want to achieve through the use of Web 2.0 tools (although I do wonder what this means given the ever on-going homework debate). The librarian in this article discusses, much like we have about different kinds of learners that students how are more behind can learn at their own rate and have, ideally, a much more personalized learning experience (Springen).

I also appreciate how this article discusses the pro and cons of using flipped classrooms and harnessing technology this way – while improving access could a flipped classroom or library also restrict access for a student who does not have the internet at home? It is interesting to note a similar theme here to what was in the Asselin article I blogged about that the “the current educational system is too much of a “one-size-fits-all model,” says Suhendra.” (Springen). How are we helping diverse learners if everything is the same? The article does suggest some good ideas overall and ends on a strong note with a question we faced in or class discussions when considering using any technology “Why am I doing this? Why is it beneficial to students?” (Springen) – as a teacher librarian I better me able to answer that question.

Works Cited:

Springen, Karen. "Flipping the Classroom: A Revolutionary Approach to Learning Presents Some Pros and            Cons." School Library Journal (2013): n. pag. Web.           http://www.slj.com/2013/04/standards/flipping-the-classroom-a-revolutionary-approach-to-        learning-presents-some-pros-and-cons/

Blog Post 5 LLED 463

I felt that the Schwartz article was in many ways an overview to what we have been talking about throughout the course.  The role of the teacher librarian is clearly changing for those entering the profession as well as those who have been doing the job for many years. This article also suggests many blogs to follow.

 

Works Cited:

Schwartz, Meredith. "How To Become a 21st Century Librarian." (n.d.): n. pag. Library Journal. Web. 02                 Mar. 2013. Web.  http://lj.libraryjournal.com/2013/03/careers/how-to-become-a-21st-century-librarian

Blog Post 4 LLED 463

While much debate does exist about the widespread use of Web 2.0 tools I believe it is important so reach to students on the media platforms that they are using. For example, the secondary school I worked at last year recently changed emailing student’s school updated to posting this information on the school's Facebook and Twitter page. It seems to clear that the use of Web 2.0 tools can be "increasingly important to academic success" (Giustini 56). Giustini article provides an overview for educators on what Web 2.0 are out there and how their educational value might be harnessed. Following other educator’s blogs, as we discussed in class is also beneficial whether it is focusing on different trends or providing quick and efficient "tecky tips".

In my own teaching, I have used student blogs as they are beneficial in that they a) generally catch and hold student interest and b) provide a (fairly) instant form of formative assessment.

The article also discusses wikis (something I am still learning and a bit cautious about!) as well as social bookmarking sites. As I stated in our class discussion I am a big believe in social bookmarking and have a wealth of information bookmarked from this class via my Delicious account.

All of this talk about Web 2.0 tools really does have me thinking. I have meet with the grade 5/6/7 teacher at my school a few times this month to collaborate about a research project and I can't help but think now - are we going about this a bit too old fashioned? How could I incorporate Web 2.0 tools into a traditional research project? Perhaps students could present their research findings on a wiki? Food for thought....

Works Cited
Giustini, Dean, and Jo-ann Naslund. "Towards School Library 2.0: An Introduction to Social Software Tools for Teacher Librarians." School Libraries Worldwide 14.2 (2008): 55-67. Web. <http://asselindoiron.pbworks.com/f/14_2naslund_giustini.pdf>.

Blog Post 3 LLED 463

Again and again throughout my courses in teacher-librarianship I am seeing the issue of 'access" and how it affects student learning. Students need, as Kopak states, access to quality and up to date information (Kopak 46). In our class discussions we were able to share a wealth of resources for students to find information (Factmonster, Awesome Library, ThinkWriteRead.org, etc.) as well as discuss the benefits of using and reading blogs and following colleagues on Twitter. Guiding students away from Google, Wikipedia and "copy and paste" is an important part of making students embrace new technologies and finding better sources of information. To this end teacher-librarians need to guide or facilitate student's access to the web in always showing them the best possible path(s).

Works Cited

Kopak, Rick. "Open Assess and Open Journal Systems: Making Sense All Over." School Libraries Worldwide 14.2 (2008): 45-54. Web. <http://asselindoiron.pbworks.com/f/14_2kopak.pdf>.

Blog Post 2 for LLED 463

 

Our libraries and schools are just not set up for today’s learner (Asselin 1). In many ways I feel truer words have never been said. I think our technology has advanced faster than the school system can keep up and often teachers, including teacher-librarians, are struggling to keep up. How do effectively teach “digital natives”? I think it is important for teacher librarians to keep up new technologies but at the same time apply the important principles of learning so we are not using technology just for technologies sake. As students and their needs have changed in this digital age, so has the job of the teacher librarian.

I see my job taking on more and more information literacy lessons and teaching students not only how to use the internet but how to evaluate information they find on the internet, detect bias or faulty information and understand the concepts of intellectual freedom and intellectual ownership. I also think it is interesting that there is a focus on student’s activity using the internet to exchange and respond to ideas rather than just mindlessly gather facts (Asselin 4). In our class readings and discussion we talk about how teacher-librarians can “easily go beyond having their students use the internet only for research projects” (Asselin and Doiron 43). Learn by doing is a great way for teachers, in my opinion, to approach education. Web 2.0 tools provide an interactive place for students and teachers to work and learn.

In our class discussion we talked about making on-line learning environments safe, pros and cons for using Web 2.0 tools as well as how to come up with ideas for effective information literacy lessons. The consensus was that yes, we need to change how we teach but we need to do it in a meaningful way through inquire and personalized learning. Many of us in our class discussion expressed some familarity with Web 2.0 tools but also had some concerns with using tools we were not familar with.  I think it is important for the teacher-librarian to keep up with professional development with Web 2.0 tools so students do not find the library (aka the media centre!) dated. 

 

 

 

Works Cited:

Asselin, Marlene, PhD. "Towards a Transformative Pedagogy for School Libraries 2.0." School Libraries   World Wide 14.2 (2008): 1-18. Web.           http://asselindoiron.pbworks.com/f/14_2asselin_doiron.pdf

Doiron, Ray, and Marlene Asselin. Literacy, Libraries and Learning: Using Books and Online Resources to Promote Reading, Writing, and Research. Markham, ON: Pembroke, 2005. Print.

Blog Intro for LLED 463

I have continued this already existing blog for my final assignment for another teacher-librarian course, LLED 463: School Library Resource Centre Programs. My main purpose in creating this blog is to have a user and reader friendly way to reflect on my practice as a beginning teacher librarian.  As teachers, we know that powerful learning can happen via reflection for our students, so I think it is important for me as an educator to model this. Sometimes it is difficult to absorb what you are learning all at once; taking a break from the topic and reflecting on what it means to me and how I will utilize it is important. Throughout this course we are learning and discussing several different topics such as: social justice issues in the library, the role of the library and teacher-librarian in the school, online learning resources, powerful literature and strategies and print resources for students. I like the idea of taking the theoritcal and turning it into the practical.

            Another reason I have created this blog is to show others; namely my colleagues, (but also others outside of the teaching profession such as parents) what exactly the teacher-librarian does and why this is an important person for every school to have.  This is advocacy, really, and an important way for me as an individual to promote my job and profession. We were asked to reflect on articles on education to do with Web 2.0 tools, as such, this is largely what I will be blogging on in my following entries. 

            I decided to use the blog format because out of the choices we were given for this assignment it was the one I was the most familiar with; I had already created this blog for another class and it seemed appropriate to expand a tool I was already working with rather then start from scratch.  Blogs present a simpler format for my two main goals, reflection and advocacy. I also use blogs in my teaching with students and have had great success and insight reading my students blogs.

            I haven’t really had any major challenges or surprises so far as I was already familiar with the blog format, but at times I suppose certain class topics can be hard to relate to for practical reasons such as my lack of time at work for special projects or “extras”.  At times, maintaining a consistent blog schedule given the demand on my time was challenging. I have learned that professional reflection is extremely beneficial to learning and should be given priority.

            This article outlines some tips for successful blogging which I believe are worth considering.  I especially like the tip regarding picking a weekly, monthly, etc. schedule for blogging and sticking to it consistently. One day I would like to maintain a school library blog that outlines current events and reflective practice in the library of the school I am working at. For example, I might blog about an array of topics from new books in the library, to my experiences at a TL conference to author visits to articles on TL advocacy. I would also like to include visuals in the future. I would recommend sticking to a “doable schedule” and making the topic of your blog entries a relevant as possible to my readers.