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anonymous

ALA | Strategies and Tips for Dealing with Challenges to Library Materials (Coping With... - 0 views

www.ala.org/...index.cfm

ala

shared by anonymous on 13 Oct 10 - Cached
  • School librarians play a key role in making sure that students have the broad range of resources and ideas they need to develop critical thinking skills. Challenges to materials provide a “teachable moment” that can help you build understanding and support for the principles of intellectual freedom, including First Amendment rights, student rights of access and professional ethics.
    • anonymous
      anonymous on 13 Oct 10
       
      Turn a challenge into a teachable moment
  • Applying the principles of intellectual freedom Connect academic freedom with intellectual freedom. Academic freedom guarantees the teacher’s right to teach and to select classroom and library resources for instruction. Make sure everyone involved understands the right of people in a democratic society to express their concerns and that all people have the right to due process in the handling of their complaints. Explain the obligation of the school district to provide intellectual and physical access to resources that provide for a wide range of abilities and differing points of view. Define intellectual and physical access when appropriate. Intellectual access includes the right to read, receive and express ideas and the right to acquire skills to seek out, explore and examine ideas. Physical access includes being able to locate and retrieve information unimpeded by fees, age limits, separate collections or other restrictions. Emphasize the need to place the principles of intellectual and academic freedom above personal opinion, and reason above prejudice, when selecting resources. Connect intellectual freedom and access. The freedom to express your beliefs or ideas becomes meaningless when others are not allowed to receive or have access to those beliefs or ideas. Stress the need for teachers and librarians to be free to present students with alternatives and choices if students are to learn and use critical thinking and decision-making skills.
    • anonymous
      anonymous on 13 Oct 10
       
      intellectual freedom
  • Protecting students and staff with a materials selection policy Update your materials selection policy. Include a formal reconsideration process for textbooks, gift materials, electronic and other resources used in classrooms, laboratories and libraries. Seek board of education approval. Be sure to include the educational goals of the school district and to relate the selection policy to these goals. Emphasize the positive role of the selection policy in clarifying the use of educational resources and in ensuring stability and continuity regardless of staff change. To ensure uniformity and fairness in dealing with complaints, delegate the responsibility for dealing with complaints and requests for reconsideration to the principal in each school. Inform all your school staff (including nurses, secretaries, cafeteria workers and custodians) about the materials selection policy and reconsideration process. Review the policy with staff at the beginning of each school year. Distribute a copy of the policy with a simple statement that explains its importance in protecting students, teachers and librarians against censorship.
    • anonymous
      anonymous on 13 Oct 10
       
      Every school library needs a material selection policy. If your library doesn't, make it a priority.
Levi Fletcher

(Fletcher #2) Research-based communities of practice in UK higher education - 1 views

docs.google.com/...edit

communities of practice benefits higher education Fletcher

shared by Levi Fletcher on 07 Sep 14 - No Cached
  • Levi Fletcher on 07 Sep 14
     
    Research regarding the benefits of being a member of a community of practice. While the information seems a bit forced (the communities of practice used for the study were exclusively face-to-face communities), the benefits of being a member of a community of practice still seem valid. According to the study, they are (1) autonomy and freedom to think beyond, (2) sources to ideas, (3) sounding board, (4) intellectual discussion, (5) like-mindedness, (6) alternative perspective and cross-pollination of ideas, (7) overcoming intellectual isolation, (8) move towards collaborative research, (9) response to research pressure, (10) synergy and leverage, (11) time and energy saving, (12) an informal ground for learning and training, (13) fostering of tangible returns, (14) driving research, (15) opportunities to met, (16) networking, information sharing and updates, (17) support and guidance, (18) sense of belonging, (19) identity, and (20) intrinsic fulfillment. As the article is about higher education, there are certainly some benefits that are more specific to their context, but I think the findings of the article are still valid.
  • Levi Fletcher on 07 Sep 14
     
    Research regarding the benefits of being a member of a community of practice. While the information seems a bit forced (the communities of practice used for the study were exclusively face-to-face communities), the benefits of being a member of a community of practice still seem valid. According to the study, they are (1) autonomy and freedom to think beyond, (2) sources to ideas, (3) sounding board, (4) intellectual discussion, (5) like-mindedness, (6) alternative perspective and cross-pollination of ideas, (7) overcoming intellectual isolation, (8) move towards collaborative research, (9) response to research pressure, (10) synergy and leverage, (11) time and energy saving, (12) an informal ground for learning and training, (13) fostering of tangible returns, (14) driving research, (15) opportunities to met, (16) networking, information sharing and updates, (17) support and guidance, (18) sense of belonging, (19) identity, and (20) intrinsic fulfillment. As the article is about higher education, there are certainly some benefits that are more specific to their context, but I think the findings of the article are still valid.
anonymous

Intellectual Freedom Committee | Idaho Library Association - 0 views

www.idaholibraries.org/97

idaho intellectual library

shared by anonymous on 13 Oct 10 - No Cached
  • e, support, and referral.
  • Deborah Babbitt, Chair
    • anonymous
      anonymous on 13 Oct 10
       
      Who should I contact about a school library challenge?
jescaron

Student Response Technology: Empirically grounded or just a gimmick? - International Jo... - 0 views

www.informaworld.com/...a782989226~db=all~jumptype=rss

education PRS Engagement

shared by jescaron on 29 Jan 10 - Cached
  • jescaron on 29 Jan 10
     
    Abstract: Student Response Technology (SRT) involves the use of hand-held remotes by students during classroom lectures to electronically respond to questions. This study surveyed 350 students enrolled in one of 13 lower-division university science classes taught by five different instructors who used SRT. The survey probed students' perceptions of SRT in terms of enhancing student learning, and investigated which features of SRT students felt had the greatest/least impact on student learning. The majority of students reported that the SRT increased their content understanding, class participation, alertness, and interactions with fellow students, helped with examination preparation, provided important and immediate instructor feedback, and made class more enjoyable. Students in this study scored more positively than peer groups on survey questions related to student engagement in academic and intellectual experiences, suggesting that SRT helps to promote student engagement. Important instructor actions identified during this study that augment the enhancing effects of SRT on student learning, even in large lecture settings, include designing clear, substantive questions, reviewing correct and incorrect answers with students, and making pedagogical adjustments based on class responses.
Levi Fletcher

(Fletcher #2) Research-based communities of practice in UK higher education - 1 views

web.b.ebscohost.com.libproxy.boisestate.edu/...detail

communities of practice benefits higher education

shared by Levi Fletcher on 04 Sep 14 - No Cached
  • Levi Fletcher on 04 Sep 14
     
    Research regarding the benefits of being a member of a community of practice. While the information seems a bit forced (the communities of practice used for the study were exclusively face-to-face communities), the benefits of being a member of a community of practice still seem valid. According to the study, they are (1) autonomy and freedom to think beyond, (2) sources to ideas, (3) sounding board, (4) intellectual discussion, (5) like-mindedness, (6) alternative perspective and cross-pollination of ideas, (7) overcoming intellectual isolation, (8) move towards collaborative research, (9) response to research pressure, (10) synergy and leverage, (11) time and energy saving, (12) an informal ground for learning and training, (13) fostering of tangible returns, (14) driving research, (15) opportunities to met, (16) networking, information sharing and updates, (17) support and guidance, (18) sense of belonging, (19) identity, and (20) intrinsic fulfillment. As the article is about higher education, there are certainly some benefits that are more specific to their context, but I think the findings of the article are still valid.
brianbetteridge

'Connectivism' and Connective Knowledge - 14 views

www.huffingtonpost.com/...ism-and-connecti_b_804653.html

Edtech543 technology resources teaching elearning connectivism

shared by brianbetteridge on 11 Sep 12 - No Cached
  • James Russell on 11 Sep 12
     
    George Siemens and Stephen Downs were offering a free course to the first 2200 people to discover connectivism and study its principals. They chose a free online course format to illustrate connectivism.
  • ...11 more comments...
  • scott hogan on 24 Jun 13
     
    The main idea of this article is to explain how and why he and George Seimens offer MOOCs to the world. Downes believes that all learning is about connections made among the learners, just we are the neurological connections that our brains make every second. He does not believe knowledge is acquired or transmitted, but rather experienced. One of his most telling statements is his belief that the process of taking the course is more important than what people may happen to learn from it--which is at the heart of what he believes connectivism is.
  • cynthia mills on 07 Sep 13
     
    I was very excited to find this article! In it, Stephen Downes, Canadian Education Technology Research Specialist, describes his and George Siemens,' Associate Director, Technology Enhanced Knowledge Research Institute, free course, 'Connectivism and Connective Knowledge' -- or CCK11. It is a twelve week course of readings and online seminars, where learners are invited to read selected materials and study the content with a connectivist's approach. Downes says, "What is important about a connectivist course, after all, is not the course content. Oh, sure, there is some content -- you can't have a conversation without it -- but the content isn't the important thing. It serves merely as a catalyst, a mechanism for getting our projects, discussions and interactions off the ground. It may be useful to some people, but it isn't the end product, and goodness knows we don't want people memorizing it." I want to register for the next one!
  • Forrest Doud on 07 Sep 13
     
    This is a blog post from Steven Downes about the courses on connectivism he offered with George Siemens. It offers a good argument for taking the connectivist approach to learning and explains what connectivism is. It offers an explanation for connectivist teaching and learning falling into the 4 major activities of aggregation, remixing, repurposing, and feeding forward. He stresses that connectivism is a pedagogy based on the realization that knowledge is not something you can solidify into a single perfect product to pass along because different people/communities will always interpret/learn from it differently.
  • Ryan McDonough on 22 Jun 14
     
    George Siemens and Stephen Downes provide online courses call 'Connectivism and Connective Knowledge' to over 2,000 educators on the philosophy of teaching and learning they instill in their learners. http://cck11.mooc.ca is a twelve week course that is free for those who register. They disclose attributes to connectivist teaching and learning. Aggregation provides a starting point. Remixing draws connections to others. Repurposing is practicing the concepts learned, not just repeating them with route memorization techniques. Feeding forward consists of sharing with others and being able to collaborate on others' projects to use them as your own.
  • Emmett Wemp on 22 Jun 14
     
    What I find really cool about this is that the content of the course is not what is important, but rather the fact that they are connecting and networking. The networking is more powerful than the content is what seems to be the focus.
  • danielbmc on 23 Jun 14
     
    I found this quote interesting, "So what a connectivist course becomes is a community of educators attempting to learn how it is that they learn, with the objective of allowing them to be able to help other people learn." I like that there is no distinction between the "teacher" and the "student". Instead, everyone is seen as both learner and educator. However, I have some concerns about how this works with middle school or high school students. Are they mature enough to really take on that role and stay on task? How do you ensure the respect and authority in the class when you are putting yourself on nearly an equal foot with the students? Kids are so used to a traditional direct instruction class they they often get confused or rebel against anything different.
  • lisanebe on 01 Sep 14
     
    This is one of the resources listed in the video I posted earlier. It is an introduction to the Connectivism and Connective Knowledge course. It explains how the core aspects of connectivism are built into the course and gives a description of each aspect.
  • thwilliams on 02 Sep 15
     
    This article introduces the term connectivism as a "network-based pedagogy" Through the article the author makes references to a course that he will be providing. Overall though there is some really good information about connectivism from both the teacher and learner perspectives.
  • anonymous on 10 Sep 15
     
    Along with George Siemens, Stephen Downs is one of the intellectual leaders of connectivism, which he describes in this article. One of the things I really like about this article is the fact that it is written for a wide audience via an outlet like The Huffington Post, rather than an exclusively academic audience.
  • brianbetteridge on 07 Jun 16
     
    I enjoyed this article because it identified 4 connectivist "activities." They are aggregation, remixing, repurposing, and feeding forward. It explains these concepts clearly while also giving a succinct overview of connectivism, and their relationship to connectivism.
  • meganapgar on 08 Jun 16
     
    This article provided me with a clearer understanding of the Connectivist approach and the four activities that surround it--aggregation, remixing, re-purposing, and feeding forward. It was interesting to read under the Aggregation portion that Siemens and Downes have to tell participants to pick and choose what they read for the course. We are still very pre-conditioned to want to read and study everything that is handed to us and regurgitate it back. There is something about Connectivism that bothers me. It seems a little "loosey goosey" at times. I like the idea of people being able to gather and share ideas and make meaning from them, but I wonder if one can become a true expert in something by just solely using this approach.
  • Kim Davis on 09 Jun 16
     
    I love the explanation of connectivism at the beginning. The explicitness with which they say it's not about the content but the process is refreshing and true to my experience in the classroom as well. There are many days when I know the student will never remember the content I taught but they will remember how they found it and the way that they discussed, dissected, and applied it to their selves.
  • courtneylarue11 on 09 Jun 16
     
    I think out of all the articles I read about connectivism, this one was the easiest for me to understand and truly grasp the meaning of connectivism. The author gave clear examples of how learning happens through connectivism and that the course he was providing truly used this theory in helping the learners. This article helped me solidify how important I think schooling is for school aged children and the connections they make with their peers academically and socially. They are using this theory without even thinking about it, and in connecting with others ideas they are learning on their own without a teacher telling them facts, dates or formulas.
Gretel Patch

Philosophy of Education (Stanford Encyclopedia of Philosophy) - 0 views

plato.stanford.edu/...education-philosophy

epistemology EdTech504 philosophy theories education EdTech543

shared by Gretel Patch on 03 Sep 12 - No Cached
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • ...18 more annotations...
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • within a few years they can read, write, calculate, and act (at least often) in culturally-appropriate ways
  • education also serves as a social-sorting mechanism and undoubtedly has enormous impact on the economic fate of the individual.
  • education equips individuals with the skills and substantive knowledge that allows them to define and to pursue their own goals, and also allows them to participate in the life of their community as full-fledged, autonomous citizens
  • societal perspective, where the picture changes somewhat
  • groups depend for their continuing survival on educational processes, as do the larger societies and nation-states of which they are part
  • The great social importance of education is underscored, too, by the fact that when a society is shaken by a crisis, this often is taken as a sign of educational breakdown; education, and educators, become scapegoats.
  • education as transmission of knowledge versus education as the fostering of inquiry and reasoning skills that are conducive to the development of autonomy
  • the question of what this knowledge, and what these skills, ought to be
  • how learning is possible, and what is it to have learned something—two sets of issues that relate to the question of the capacities and potentialities that are present at birth, and also to the process (and stages) of human development and to what degree this process is flexible and hence can be influenced or manipulated
  • liberal education and vocational education
  • personal development or education for citizenship
  • distinction between educating versus teaching versus training versus indoctrination
  • education and maintenance of the class structure of society, and the issue of whether different classes or cultural groups can—justly—be given educational programs that differ in content or in aims
  • whether or not all children have a right to state-provided education
  • relation between education and social reform, centering upon whether education is essentially conservative, or whether it can be an (or, the) agent of social change
  • These features make the phenomena and problems of education of great interest to a wide range of socially-concerned intellectuals, who bring with them their own favored conceptual frameworks—concepts, theories and ideologies, methods of analysis and argumentation, metaphysical and other assumptions, criteria for selecting evidence that has relevance for the problems that they consider central, and the like.
  • for although education can occur in schools, so can mis-education (as Dewey pointed out), and many other things can take place there that are educationally orthogonal (such as the provision of free or subsidized lunches, or the development of social networks); and it also must be recognized that education can occur in the home, in libraries and museums, in churches and clubs, in solitary interaction with the public media, and the like
  • Gretel Patch on 03 Sep 12
     
    Education affects society as a whole; when society fails, education is often to blame; education is a social-sorting tool that affects societies and culture; social networks allow education to take place anywhere
anonymous

Connectivism - 0 views

en.wikipedia.org/...Connectivism

Edtech543 EdTechSN Module2 education technology

shared by anonymous on 10 Sep 15 - No Cached
  • anonymous on 10 Sep 15
     
    I know, I know. Wikipedia. In an educational context. I have been a Wikipedia editor since 2012 and I have found it to be a rewarding experience. More than my anecdotal experience, there is increasing evidence of Wikipedia's increasing acceptance in academia. There are even Wikipedians in residence at major universities. This article on connectivism is a great overview and a good starting point for understanding the concept and some of its intellectual underpinnings.
anonymous

Document View - ProQuest - 0 views

proquest.umi.com/pqdweb

proquest censorship

shared by anonymous on 13 Oct 10 - No Cached
  • The number of incidents in which individuals or groups attempt to remove a resource from libraries or classrooms varies.* Between 2001 and 2008, there were 3,736 challenges reported to the ALA Office for Intellectual Freedom.* ALA estimates this is only 20-25% of actual challenges since many are unreported.
    • anonymous
      anonymous on 13 Oct 10
       
      Rarely are these reported! I'd like to find an easy way for school librarians and teachers to report challenges!
anonymous

Document View - ProQuest - 0 views

proquest.umi.com/pqdweb

proquest censorship ILA

shared by anonymous on 13 Oct 10 - No Cached
  • he ALA Office for Intellectual Freedom (OIF) staff reach out to members and non-members by providing support during actual or potential challenges to books, Internet resources, magazines, and other library materials. Being a member of a state library association can reduce the feeling of isolation and provide networking opportunities for personal exploration of dilemmas relating to selection and access to resources in a library media program.
    • anonymous
      anonymous on 13 Oct 10
       
      Being a member of the Idaho Library Association does help!
kooloberlander

Legal Sources of Online Content - 0 views

www.educause.edu/...legal-sources-onli

AUP education technology resources Edtech543 elearning

shared by kooloberlander on 01 Mar 16 - No Cached
  • kooloberlander on 01 Mar 16
     
    EDUCAUSE link to legal alternatives for downloading. Sites states that the "Higher Education Opportunity Act requires all colleges and universities to offer legal alternatives to unauthorized downloading."
jkraschnewski

"Together we are better." - 1 views

www.sciencedirect.com/...S036013151630135X

EDTECH543 resources PLN

shared by jkraschnewski on 06 Jun 18 - No Cached
  • jkraschnewski on 06 Jun 18
     
    Here is a very complex study. Fortunately, the highlights tell us some important findings. This study went with the understanding that teachers have organically formed professional learning networks using the Internet, and report that they like them. This study focused on putting some data behind that, which it has provided. As a teacher, I found this quote very refreshing, about a researcher that "argued that top-down teacher PD in schools often aligns with hierarchical structures that de-skill teachers from their intellectual work by treating them as passive recipients of mandates. Even the term "professional development" conveys that teachers are "deficient and in need of developing and directing." In my own PLN, I have learned much more about teaching and learning from an 8th grade math teacher than I have in any of my administration-mandated social studies PD sessions.
  • naddleman on 10 Jun 18
     
    I'll be honest, I did not read the entire study, but the highlights from this article and the abstract once again confirmed what I'm starting to realize. We are teaching in a way that is behind the times when it comes to the current ways students learn naturally. We are fighting their expectations trying to bottle them into the box that is traditional education.
barakstanley

Overview of connectivism - Dr George Siemens - YouTube - 7 views

www.youtube.com/watch

EdTechSn YouTube Connectivism Theory Resources Learning

shared by barakstanley on 04 Jul 15 - No Cached
  • loganwillits on 04 Jul 15
     
    Dr. Siemens describe the idea of connectivism and how it originally started out as simple blogging and collaborating with peers from all across the globe and how it will continue to develop as society and technology advance.
  • ...5 more comments...
  • anonymous on 10 Sep 15
     
    Dr. George Siemens is one of the intellectual founders of connectivism. Makes sense to get the overview directly from him, right?
  • timrocco on 11 Jun 17
     
    Dr Siemens reflects on the conditions that led to the development of his theory of connectivism. In this context he provides an introduction to the topic.
  • kaydentague on 11 Jun 17
     
    Tim, I loved learning how Dr. Siemens came up with his theory of Connectivism. Thank you!
  • joannalieberman on 12 Jun 17
     
    I enjoyed this YouTube video by Dr. Siemens. The idea that Connectivism is a "social connected process of learning" sets his theory apart from other learning theories.
  • bbridgewater019 on 12 Jun 17
     
    Dr. Siemens testimony regarding his own experience with and exploration of contectivism helps to cement the multiple reading and resources that can be found all over the internet. His simple and easy to follow explanation creates a solid base from which one can expand their understanding of the theory and how it is put into practice.
  • barakstanley on 06 Jun 18
     
    Siemens explains what connectivism is and how it originated. After reading many articles by the reseracher, it was beneficial to see and hear him discuss connectivism. Enjoy the video!
  • wagnerang on 07 Jun 18
     
    I liked this brief explanation that comes straight from the source! In essence, I think watching the video and listening to a person explain it solidified it faster than multiple articles, thus illustrating the concepts of connectivism.
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