Group items tagged

Q: What do school librarians need to understand about the standards?

Librarians need to be the gurus of CCS. They need to know the CCS inside out.

What is Library Support Staff Certification? Library Support Staff Certification (LSSC) provides a path to recognition and awareness of the critical role that library support staff play in the delivery of quality library service. To achieve certification, support staff must achieve six of ten competency sets either through development of an online portfolio or taking LSSC approved courses. The competency sets are: Foundation of Library Service; Technology; Communication and Teamwork; Access Services, Adult Readers’ Advisory Services; Cataloging and Classification; Collection Management; Reference and Information Services; Supervision and Management; and Youth Services.

We have six years’ worth of analysis of annotated bibliographies, which we consider the hallmark of higher-order thinking— evaluation of reading, as opposed to regurgitation.

Online social networking includes much more than Facebook and Twitter. It is any online use of technology to connect people, enable them to collaborate with each other, and form virtual communities, says the Young Adult Library Services Association

Among students surveyed in a National School Boards Association study, 96 percent of those with online access reported using social networking, and half said they use it to discuss schoolwork. Despite this prevalence in everyday life, schools have been hesitant to adopt social networking as an education tool. A 2010 study into principals’ attitudes found that “schools are one of the last holdouts,” with many banning the most popular social networking sites for students and sometimes for staff.

Survey research confirms, however, that interest in harnessing social networking for educational purposes is high. As reported in School Principals and Social Networking in Education: Practices, Policies and Realities in 2010, a national survey of 1,200 principals, teachers and librarians found that most agreed that social networking sites can help educators share information and resources, create professional learning communities and improve schoolwide communications with students and staff. Those who had used social networks were more positive about potential benefits than those who had not. In an online discussion with 12 of the principals surveyed, most said, “social networking and online collaboration tools would make a substantive change in students’ educational experience.” They said these tools could improve student motivation and engagement, help students develop a more social/collaborative view of learning and create a connection to real-life learning.

A personal network doesn't eliminate the need for high-quality professional development, but it does offer a powerful antidote for classroom isolation.

By taking advantage of opportunities to connect with colleagues, both face-to-face and virtually, you can grow and nourish your personal learning network.

A 2010 study into principals’ attitudes found that “schools are one of the last holdouts,” with many banning the most popular social networking sites for students and sometimes for staff.

Survey research confirms, however, that interest in harnessing social networking for educational purposes is high. As reported in School Principals and Social Networking in Education: Practices, Policies and Realities in 2010, a national survey of 1,200 principals, teachers and librarians found that most agreed that social networking sites can help educators share information and resources, create professional learning communities and improve schoolwide communications with students and staff. Those who had used social networks were more positive about potential benefits than those who had not. In an online discussion with 12 of the principals surveyed, most said, “social networking and online collaboration tools would make a substantive change in students’ educational experience.” They said these tools could improve student motivation and engagement, help students develop a more social/collaborative view of learning and create a connection to real-life learning.

Most national, state and local policies have not yet addressed social networking specifically; by default, it often falls under existing acceptable use policies (AUPs). While AUPs usually provide clear language on obscenities, profanity and objectionable activities, they also leave out gray areas that could open students to harmful activities while excluding them from certain benefits of social networking. Likewise, boilerplate policies that ban specific applications, such as Twitter, may miss other potential threats while also limiting the ability of students to collaborate across schools, districts, states or countries. The challenge for districts is to write policies that address potentially harmful interactions without eliminating the technology’s beneficial uses.

What’s more important is that you surround your teachers and staff with systems that will promote their ability to change. Ask yourself the following questions about the people at your school:

Are they integrated into the selection of their content? Are they consulted in the design of their professional development? Do they receive training from experts who break down the skills into manageable parts? Are their technologies drop-dead simple to use? Do they have time to practice? Can they share their successes and victories with each other, learning and re-learning continuously?

Unlocking the Secrets to School Change