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Alida Hanson

Out of Print - 10 views

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    "Out of Print highlights the sea change underway in the multi-billion dollar U.S. K-12 instructional materials market enabled by recent technology and intellectual property rights innovations. With a focus on the ultimate impact on student learning, the report provides examples of lessons learned from recent digital and open (OER) content initiatives by leading states and school districts and offers comprehensive recommendations for government, industry, and educators to ensure that the inevitable shift to digital instructional materials improves student achievement and engagement and efficiently uses scarce resources."
Martha Hickson

Librarydoor: Common Core Carpe Diem! - 32 views

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    This webinar gave an overview of the reading, research, and rigor components that librarians can "assist" teachers with. If you wrap your head around these critical shifts, and you will likely become as building leaders as you model solutions for meeting the CCSS. Teachers all over are trying to figure this out and this is a piece of cake for us! Carpe Diem! Wrap your head around Inquiry and Student Centered research projects. (Writing standards 6-10) Help "repackage" research units Help find "rigor" - Rich Text - reading passages, correctly aligned to the CCSS Lexile bands. Understand what it means to "read closely" - with purpose, meaningful, directed, points of view, etc. Understand what a Lexile is and its role in the CCSS Help teachers replace lower level texts (Lexile) with alternatives correctly Lexiled, or Non-fiction Inquiry Units using your non-fiction collection!
Martha Hickson

Librarydoor: 6 Reading Rules for the Common Core - 17 views

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    The more students read, the better they'll read   So, why limit their reading to a pre-set reading level with limited titles available?  Students need opportunities to read easy books to build fluency  - This is ratified in Appendix A, Page 9,  of the CCSS standards.  We shouldn't have to define what level they should read at -- whether easy or hard -- for independent reading.  Students need experience reading complex text to improve their ability to decode meaning when they encounter difficult material - This is based on the research of Marilyn Jager Rand, PhD. Brown University Students will  shift from easy -->  hard  material if it's on a subject of their interest.  - So let them choose what they want and their innate curiosity will compel them to read and achieve understanding, thus raising their reading ability.  Students need curiosity to inspire reading.  They will either have natural curiosity or stirred up curiosity (stirred up by the educator)  Students need a reason to read that is not about 'assignment' - a quest for knowledge or an answer to find.    
Sally Dooley

Coleman Literacy Intro | neric.welearntube.org - 10 views

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    12 minute video about English shifts that need to happen to meet the Common Core. David Coleman was one of the architects of the common core and is now president of College Board.
Cathy Oxley

Children's Books: A Shifting Market - 14 views

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    "The rise of e-books is one factor affecting book buying"
Cathy Oxley

YouTube - Social Media Revolution 2 (Refresh) - 9 views

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    A social networking version of the Shift Happens videos
Fran Hughes

School Library 2.0 - 5/1/2006 - School Library Journal - 0 views

  • interface that would allow students to build a virtual collection of their favorite books by letting them copy a record to display on their “bookshelf.
  • use blogs and podcasts to facilitate book discussions and booktalks.
  • You can further stimulate a dialogue by establishing a “Book Talk” program through voicemail.
  • ...10 more annotations...
  • So set up a special “Book Talk” phone number so students can submit their contributions from their cellphones
  • “Library Powered”
  • Interactive technologies have already galvanized the greater library community
  • The digitally re-shifted library will end the argument over flex vs. fixed scheduling once and for all by shifting to a new model.
  • The library is still functioning as the “Intel Inside,” but that doesn’t have to mean “In Your Presence.”
  • How else can libraries harness the power of 2.0 to provide services wherever and whenever they are needed?
  • screencasting
  • pathfinders
  • generated from keyword searches
  • but rather reconsidering what works best in meeting new challenges in a changing educational world.
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    Say good-bye to your mother's school library
Judy O'Connell

School Library Monthly Blog » Blog Archive » Are you an embedded librarian? - 20 views

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    "It's something to consider as we continue to look for ways to share our knowledge in what is increasingly a classroom-centered ecosystem with classroom-accessed digital resources. It's also a kind of power shift … not a loss of power, but a different kind of power. There's something about being in the teacher's own classroom that puts you right where the learning is without the learning being disrupted by moving to a lab or library. And that's powerful."
Anthony Beal

How Individual Book Buying Experiences are Reshaping Academic Library User Expectations... - 0 views

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    The following post is the first in a new series from Leslie Lees, VP of Content Development from ebrary. Academic Ebooks - The Shifting Landscape will discuss changes that are occurring with ebooks and implications for libraries and their users.
Dennis OConnor

The Future of Reading and Writing is Collaborative | Spotlight on Digital Media and Lea... - 19 views

  • “I think the definition of writing is shifting,” Boardman said. “I don’t think writing happens with just words anymore.”
  • In his classes, Boardman teaches students how to express their ideas and how to tell stories —and he encourages them to use video, music, recorded voices and whatever other media will best allow them to communicate effectively. He is part of a vanguard of educators, technologists, intellectuals and writers who are reimagining the very meaning of writing and reading.
  • The keys to understanding this new perspective on writing and reading lie in notions of collaboration and being social. More specifically, it’s believing that collaboration and increased socialization around activities like reading and writing is a good idea.
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  • “We find when writing moves online, the connections between ideas and people are much more apparent than they are in the context of a printed book,”
  • transmedia work
  • The MIT Media Lab tagged collaboration as one of the key literacies of the 21st century, and it’s now so much a part of the digital learning conversation as to be nearly rote. In his new book, “Where Good Ideas Come From,” Stephen Johnson argues that ideas get better the more they’re exposed to outside influences.
  • Laura Flemming is an elementary school library media specialist in River Edge, N.J. About three years ago, she came across a hybrid book—half digital, half traditional—called “Skeleton Creek” by Patrick Carmen. “The 6th graders were running down to library class, banging down the door to get in, which you don’t often see,” Flemming said.
  • It is not only the act of writing that is changing. It’s reading, too. Stein points to a 10-year-old he met in London recently. The boy reads for a bit, goes to Google when he wants to learn more about a particular topic, chats online with his friend who are reading the same book, and then goes back to reading.
  • “We tell our kids we want them to know what it’s like to walk in the shoes of the main character,” Flemming said. “I’ve had more than one child tell me that before they read ‘Inanimate Alice,’ they didn’t know what that felt like.”
  • Stein says it’s better to take advantage of new technologies to push the culture in the direction you want it to go. Stein is fully aware of the political and cultural implications of his vision of the future of reading and writing, which shifts the emphasis away from the individual and onto the community. It’s asking people to understand that authored works are part of a larger flow of ideas and information.
Celia Emmelhainz

Can We Talk About the MLS? | Editorial - 0 views

  • Public libraries in rural areas really don’t have a large enough donor base to make extensive fundraising worthwhile. The other problem public libraries have with outside fundriasing is that if you start taking in a lot of major gifts and donations, then your steady stream of revenue, the local government, may just wind up cutting your funding.
    • Celia Emmelhainz
       
      True with school libraries as well; can't fundraise because can't lose current funding, but then feel sense of lack of control over revenue streams? = ick.
  • “Students who pick their major based solely on postgraduation salaries, as opposed to passion for a field, will in all likelihood struggle in both school and career.”
  • would agree that public librarians questionably need a library specific degree, or a degree at a graduate level anyway, as evidenced by the wealth of paraprofessionals who often do at least as good a job in that setting, though for management I think you would want someone trained in public management with library experience. In an academic setting, there is a credibility issue that begs credentialling in the areas of research and education, and credentialling to a higher standard than is now present in library schools, hence the inadequacy of the degree university libraries particularly, or at least that degree alone. The degree needs to be reinvented and would best partner to at least confer joint degrees in librarianship and business, education, and other disciplines
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  • The piece I was missing was how to develop workable ideas that were well researched and aligned with the basic tenants of Librarianship.
  • philosophy and values of librarianship. It also grounded me in supervisory skills, in library management, and collection development.
  • Paraprofessionals here have been the ones leading the discussion on topics such as fair use, copyright, RDA, cataloging standards, FERPA, etc. There are several levels of paraprofessionals from pages/shelvers, circulation desk workers, catalogers (copy & original), acquisitions, IT Systems, ILL , etc. MLS Librarians are mostly reference & instruction positions, collection development and/or managers. Education is absolutely needed for some positions, but experience should be recognized as well. Our newly hired MLS people would be lost try to perform original cataloging, acquisitions/budget or ILL just as the paraprofessionals may lack the knowledge in instructional pedagogy, management/leadership, etc.
  • Much of my practical learning during grad school came from my classmates that had worked in libraries for years and were just then getting the degree. They had a MUCH better context for what was going on than I did at 23 and straight out of my undergrad
  • Require the masters in a specialized field rather than the MLIS. That could definitely work in academia. And you can require directors and managers to have the MLIS, but not necessarily the librarians at the reference desk or running a department like circulation.
  • But why do acquisitions, CD, or e-resources librarians need the degree? Those are practical jobs, that you do need practical experience for.
  • Any self-starter with a library job could easily supplement training and hands-on experience with reading books from leaders in the field on the subject, starting a blog, getting involved in conversations in the library community.
  • But for colleges, this becomes a game of perpetual growth – to secure funding and improve programs, we need more students, more alumni to donate! Job markets shrink, shift and dry up all the time, but rarely does a degree program shrink proportionately
  • Why I couldn’t pick up a book here, attend a webinar there, and get the same place eventually through grit and dedication like the librarians just a generation before me.
  • I am a Library Director in a hamlet (pop 3,000) in NH. The likelihood of my ever advancing to a larger library is categorically denied by that degree requirement. It doesn’t matter what experience I bring. Paying for another degree (I have a B.A. and an M. Div.) is out of the question for me, and, certainly, out of the question for the trustees of the library I serve
  • Laura is correct – being in a rural library is actually very challenging. There are far fewer resources for our patrons – so good luck directing them to the resources they need.
  • The public school teachers (including the school librarians) in my area have a starting salary that is about $10,000 higher than the starting salary of the public library system. Yet only the school and (some) public librarians are required to have a Masters before applying for their jobs
  • They are responsible for recruiting too many librarians, and the schools need to take responsibility for over saturation. If not, how are they any different than for-profit colleges or career colleges.
  • This is a women’s profession. Women are not valued. Hence any professional education we may have is useless in the eyes of…. us. Ah, feminism we’ve come so far. I realized when I went to library school that it was merely a sham union card for a lowly paid job.
  • Library school does need to emphasize more about management – not just one class. This is what will make us more useful. The best library directors are those who kept their libraries afloat during the economic downturn. This is because they have the fundamental ethics of a librarian coupled with mad management skills.
  • This isn’t just in the public sector. Academic librarians have crazy politics to wade through as do school librarians.
  • What if we migrated from our current degree to a B.A. in Education (with a focus on libraries); an M.A. in Education (with a focus on a particular library type or area); and a Ph.D. in Education (with a narrow focus on a particular library type or area)? This would also serve to define who we are (educators) and what we do (education: through self-directed, research assistance & instruction, instructive & enlightening experiences
  • Honestly, I privately refer to this as my fake master’s degree.
  • There is no unified body to convince that the MLS is somehow superfluous to needs; you have to convince these individuals, 99% of whom have an MLS and probably can see the value in it.
  • When I first became a librarian, I found that my past experience working in a bookstore was far more valuable to me than my MLS program.
  • For many, it clearly does not provide necessary or useful theory and practice opportunities.
  • I think some programs, like the one I attended, relied a lot on theory, and that meant that my dream, of creating better technology, was not quite realized as I needed the practical skills at building technology
  • A classmate of mine jumped ship and attended a business school in New York, and now works at Goldman Sachs…I stayed on board hoping to do meaningful work; that hasn’t quite happened yet, really because of the emphasis on theory..I think my classmate saw the writing on the wall and made a smart calculated move; I do not like to start something and leave it unfinished,
Dave Crusoe

Search Engines, Boolean Logic and Education: What's important for educators to know? - 0 views

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    An essay to explore how shifts in search engine technologies may have an impact on instructional practice and content -- would love thoughts & feedback!
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