Group items tagged

Digital Special Collections of the American Museum of Natural History's Research Library provides access to our rich collections of digitized archival photographic images, art and memorabilia images and Rare Book Collection illustrations

A good annotated list with a few tools new to me.

The University Libraries supports learners who are participating in MOOCs (massive open online courses). This guide will help you to locate resources related to MOOCS and get started on your coursework and research.

Interesting article. Some children's books look/sound fabulous on a tablet. Tap the screen and hear/see action. "But does this count as story time? Or is it just screen time for babies? It is a question that parents, pediatricians and researchers are struggling to answer as children's books, just like all the other ones, migrate to digital media."

Great page by Kathy Schrock explaining sketchnoting with links and videos. "Sketchnoting, in its purest form, is creating a personal visual story as one is listening to a speaker or reading a text. I also believe the interactive notebook, which includes the process of taking "regular" notes" while listening to a speaker and later creating a sketchnote of the text notes, would also be considered sketchnoting. This page will provide links, ideas, tips,and research evidence dealing with the power of sketchnoting. If you are looking for a book on the topic, the seminal work is this book by Mike Rohde.     "

"Research has shown that reading for enjoyment has an impact on academic achievement.. One of the ways teachers can encourage students to read for pleasure is by reading aloud to them, but it is a practice more associated with primary school settings." But it works in Secondary schools too.

"Massaro's study has been accepted for publication in The Journal of Literacy Research."

"There's no doubt that the experience of reading online is different than reading in print, but does it affect comprehension? While several studies have found student comprehension and retention are lower on digital devices, could it be that students just need to learn the right tools to enhance their digital reading? Maria Konnikova explores the research and theories behind reading in her New Yorker column."

"Children are heartily encouraged to read in their early years of school. However, once students have mastered this skill and they move from learning to read, to reading to learn, the role of pleasure in the activity can be forgotten. If reading is just seen as a tool for learning, the will to read may not be fostered in young people. Recreational book reading involves voluntary reading for pleasure, and research suggests that students in Australia and internationally are reading less over time."

"This guide is the result of a collaboration among a group of individuals who were grantees of the Bill & Melinda Gates Foundation Global Libraries initiative. We came together as a voluntary project group to share our research, insights and experiences from Chile, Poland, Ukraine and other countries about the value of making in public libraries. We have compiled this short guide to share our learnings about: the case to support making in libraries; different services libraries can provide to encourage making; lists of equipment, software and other tools you can use to create physical or digital content; tips and ideas on how to implement maker activities; as well as links to other maker spaces, resources, and much more"

5 minute video, published on 4 Apr 2014, that has principals talking about the benefits of the school (teacher) librarian. Principals Know: School Librarians are the Heart of the School was crowdsourced by Dr. Judi Moreillon and Dr. Teresa Starrett using funds provided by the Texas Library Association, Demco, and the Dean's Research Funds (College of Professional Education, Texas Woman's University).

How to teach text structures for better reading comprehension and improved retention. Teachers of history, science, and other subjects are now expected to weave literacy instruction into their teaching of content. But how should they do that? What are the most effective ways to help students learn to read challenging content-area texts? This article breaks down the research behind explicit teaching of text structures and includes a video that shows how to do it (Great for content-area literacy)

"What really works in schools and classrooms? How much difference can homework and class size make to a child's ability? Sarah Montague interviews John Hattie, Professor of Education at the University of Melbourne and Chair of the Australian Institute of Teaching and School Leadership. Over 20 years, he carried out one of the biggest pieces of education research, compiling studies from previous decades and comparing the effect they have on attainment and ability. His work is ongoing, but the results show a league table of effectiveness. It reinforces things you might expect, such as the importance of teachers, but also offers some surprises that might have parents and teachers questioning their priorities."

"A good infographic encompassing some important netiquette rules for students to keep in mind whilst they are using the net. These rules would be easy to run through with students, making sure they understand them, before going on to do their research "

"Using tech tools that students are familiar with and already enjoy using is attractive to educators, but getting students focused on the project at hand might be more difficult because of it" Interesting discussion and results of some research about the value of /success with multitasking. Steps you can take to aid focus also looked at.

"Genius Hour in the classroom is an approach to learning built around student curiosity, self-directed learning, and passion-based work. In traditional learning, teachers map out academic standards, and plan units and lessons based around those standards. In Genius Hour, students are in control, choosing what they study, how they study it, and what they do, produce, or create as a result. As a learning model, it promotes inquiry, research, creativity, and self-directed learning."

"According to the Cyberbullying Research Center, more than half of teens and adolescents have reported that they've been bullied online, and between 10 and 20 percent say it occurs regularly. The consequences can be devastating. Cyberbullying has become a widespread problem that affects students of all ages and backgrounds. What's worse is that many victims of cyberbullying don't reach out for help, and they may continue to suffer from the consequences of bullying - such as low self-esteem and heightened levels of stress - for years after they've finished school." This post discusses what can educators do to put an end to this often invisible, but virulent, issue? It offers some resources that may help to further education about cyberbullying and identify some methods to combat it.

The annotations accompanying each allows you to compare each of these tools

By Ken Haycock - Published in 'World Libraries' Vol 19 2009 "Although a popular focus for librarians, advocacy is often misunderstood and rarely evaluated. It is not publicity, public relations, messaging, marketing, or lobbying alone. It is a planned, deliberate, and sustained effort to develop understanding and support incrementally over time. Greatest success comes through positive relationships, employing proven strategies for social influence - consistency and commitment, reciprocation, authority, liking, social proof, and scarcity."