LINCoq

They need a librarian more than ever (to figure out creative ways to find and use data). They need a library not at all.

Librarians that are arguing and lobbying for clever ebook lending solutions are completely missing the point. They are defending library as warehouse as opposed to fighting for the future, which is librarian as producer, concierge, connector, teacher and impresario.

Post-Gutenberg, the scarce resource is knowledge and insight, not access to data.

Stage 7: Creation Activities: plan, make, create, innovate, originate, construct, produce, invent, direct, program... Bloom's taxonomy was developed during a time when the tools, pedagogy and social impetus for students to create original work were rather weak. Thus the highest rung in the Bloom ladder was evaluation. Fast forward to the digital age, when creativity tools are abundant, and the new ISTE standards promote innovation and creativity figure prominenty, and the ability to create becomes an important high end cognitive function. This applies to all phases of media development.

Stage 8: Publication, presentation Activities: show, publish, present, communication... This is a direct result of Stage 7: Create. In the digital age, creativity does not happen in a vacuum. Presentation is very much about creating student work with an expectation of audience. Doing so raises quality standards, and expectations of public involvement. Again, in Bloom's time, there was very little opportunity for public involvement in terms of seeing or evaluating student work. Now, the venues for showing work on the web are copious, international and flexibile in terms of the kind of work they facilitate, including text, video, images, media collages and so on. This directly correlates with Phase V of media production.

By making the students ultimately accountable for their learning, the students remain the active constructors of their knowledge rather than passive recipients of some other’s knowledge. 

1. Teacher-advisors take an active role in the goal setting and monitoring of student progress. In getting to know their advisees’ needs, interests and academic and personal history, the teacher advisor becomes a student advocate.

2. Subject area specialists develop learning guides which are the first level of engagement between students and the content of the subject areas. Learning guides lay out suggested learning activities in which students may become involved in order to meet course objectives.