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Jennie Bales

Expect More: Demanding Better Libraries For Today's Complex World | R. David Lankes - 3 views

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    Expect More: Demanding Better Libraries For Today's Complex World, David Lankes walks you through what to expect out of your library. Lankes argues that, to thrive, communities need libraries that go beyond bricks and mortar, and beyond books and literature. We need to expect more out of our libraries. They should be places of learning and advocates for our communities in terms of privacy, intellectual property, and economic development. The book is now available as a free download from this web address.
Maryalice Kilbourne

The Library: a new short film on the wonder of libraries - video | Children's books | T... - 6 views

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    Director Jason LaMotte was profoundly affected by his neighbourhood library in Houston Texas - and the magical feeling it carried was the inspiration behind his new film The Library
Jennie Bales

Makerspaces - Beyond the Buzzword - 10 views

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    Makerspaces - the hot trend right now in schools, libraries and education - but what is it about. A further contribution by Kay Odone on Makerspaces and how the support educational needs and future workplace requirements for innovative problem solving
Jennie Bales

21st_century_learning_spaces.pdf - 8 views

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    In today's interconnected, technology driven world, learning typically takes place in physical, virtual and remote places. It is an integrated, highly- technical environment in which learners learn.
Jennie Bales

What is 21st Century Education? - 9 views

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    Ongoing, updated essay that encapsulates 21 C learning as part of a commercial website that provides professional support for schools - US based but with strong correlations to Australian setting.
Jennie Bales

Amy Collier and Jesse Stommel Keynote -- Digital Pedagogy Lab 2015 Institute - YouTube - 0 views

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    Far too much of education revels in knowing rather than not knowing. Sitting fastidiously in a place of not knowing is one of the hardest, most rigorous, parts of learning. But this is rigor of a different color. Learning is not something we can script in advance. Syllabi should be living documents, co-created with students. Full of possible paths. Not a barrel of predetermined outcomes, carefully crafted to be specific, measurable, loved by our accrediting bodies. Outcomes, and rubrics or assessments we design, should be wild-eyed and tentative. Assessment as an act of agency, a learning activity in and of itself not something delivered ex post facto by an external authority.
Jennie Bales

ITL Research - 1 views

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    Education and political leaders in countries around the world have recognized the imperative to prepare their youth for the 21st century, a goal that many believe requires the fundamental transformation of educational opportunities together with the integration of technology into teaching and learning. But educational change is complex. It takes place within an ecosystem of influences that range from national policies, programs, and supports to local community contexts and school-specific professional cultures. Part of Microsoft's commitment to education, ITL Research is a multiyear global research program designed to investigate the factors that promote the transformation of teaching practices and the impact those changes have on students' learning outcomes across a broad range of country contexts.
Jennie Bales

Megatrends 2015 - ey-megatrends-report-2015.pdf - 3 views

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    EY report on megatrends - large, transformative global forces that define the future by having a far-reaching impact on business, economies, industries, societies and individuals. We live in a world in constant motion. Goods, capital and labor are traveling globally at a faster pace than ever and moving in novel patterns. Technological innovation, including digital, is rewriting every industry and the way in which human beings manage their lives. In this world, the ever-increasing acceleration of change is one of the few constants.
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    I printed this entire report out for my husband to read because I thought it was so relevant to everything and everyone today. I'm happy to see it here, Jennie, because I referenced it in my assignment too :-)
Victoria Courtenay

http://500hats.edublogs.org/2015/10/03/the-seers-hat/ - 8 views

Barbara Braxton's blog post following the SLANZA Conference in Christchurch. "While no one can accurately predict the future, nevertheless there are those who examine what has been, what is and can...

change 21C leadership school libraries teacher librarian

started by Victoria Courtenay on 05 Oct 15 no follow-up yet
Jennie Bales

Libraries of the Future: Tod Colegrove at TEDxReno - YouTube - 2 views

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    How can the libraries of the present and future be influenced by those of the past? 'Ted Colegrove bases the concept of the libraries we need in the future on the libraries from our distant past. How does the Ancient Library of Alexandria and other ancient libraries relate to the libraries we need in the 21st century and beyond? They had huge stockpiles of written knowledge, but their greatest contribution was that they were places of learning with lessons facilitated by the great thinkers and teachers of the day. Great ideas like the Pythagorean theorum were developed, tested, debated, and taught in those spaces. ' (summary comment by HeatherParrish)
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    Thanks for sharing, this has challenged me to expand my scope of thinking on community partnerships.
Jennie Bales

Library to Learning Commons | Canadian Education Association (CEA) - 8 views

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    Article by Terri Hayes, 2014. Abstract: The old-fashioned library model is no longer healthy for teachers or students. Converting your school library to a learning commons is one of the best recipes for school success in the current climate of educational reform. The library-as-learning commons functions as the hub of the school, where teachers and students collaborate, inquiry-based learning is promoted, and teacher-librarians provide instructional support to every teacher in the school while fostering a thriving reading culture.
Jennie Bales

Canadian Learning Commons Network - 2 views

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    The Canadian Learning Commons Network provides a network for communication, professional development and advocacy for those who are involved with a Learning or Information Commons on their campus.
Jennie Bales

Leading Learning - 4 views

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    Leading Learning: Standards of Practice for School Library Learning Commons in Canada, 2014 presents a model for the development and implementation of the school library as a library learning commons. It provides educators with a common set of standards of practice for moving forward. This publication offers a vision and provides practical approaches for all those engaged in creating successful 21st century school libraries in Canada. Downloadable pdf
Jennie Bales

Leading Personalized Learning Literacy Tools | Getting Smart - 2 views

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    Personalized learning is steadily revolutionizing teaching and learning, both during the school day and the time students spend outside of the classroom. The proliferation of quality digital tools and platforms that facilitate exciting new ways for students to learn-such as through self-guided or blended learning-has dramatically expanded the possibilities for where and when students can access educational content and what they can do with it.
Jennie Bales

Students, Computers and Learning - Books - OECD iLibrary - 5 views

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    Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students' access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students' learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT - what are collectively known as the "digital divide" - that are related to students' socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students' ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
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    Thanks Jennie, I have just come home from travelling in Asia and I heard them talking about this study in the media. I was thinking I'd have to look it up when I got home but you have saved me the effort. Thanks
rcosen01

The Big Six Information Skills As a Metacognitive Scaffold: A Case Study | American Ass... - 1 views

  • authentic tasks often require an increased amount of metacognitive attention on the part of the students, as they are generally not addressed in the kindergarten through twelfth-grade curricula. Through the use of a specific information skills model like Big6 these skills can be developed in students of all ages (Eisenberg and Berkowitz 1990).
  • Stripling and Pitts describe their model as a "thinking frame" (Stripling and Pitts 1988, 19) for research. This ten-step process emphasizes a thinking framework that can be adapted for any age level and any curricular subject. The authors maintain that, unless they are instructed to do so, most students do not automatically think about research in an explicit manner. Therefore, by prescribing the method in which to write research papers, the authors hope to improve student thought about the research process. The ten steps of the search process model (Stripling and Pitts 1988) are organized around the major activities performed in writing a coherent research paper: topic selection, planning the information search, locating and accessing materials, and creating a final product. Throughout the model, students have several reflection points that allow them to make judgments about their progress.
  • Big6 (Eisenberg and Berkowitz 1990) is a six-step process that provides support in the activities required to solve information-based problems: task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation (see  figure 1).
  • ...14 more annotations...
  • Teachers can provide specific support and scaffolding for desired metacognitive skills by labeling student behaviors as metacognitive behaviors, modeling specific metacognitive activities (e.g. self-questioning, reflection, strategy revision), providing opportunities for feedback to the students, and by adopting a specific learning or studying model for use within the classroom (Bondy 1984; Costa 1984).
  • Palinscar's (1986) definition of metacognition as the ability to plan, implement, and evaluate strategic approaches to learning and problem solving is supported by the six steps of Big6. Students who engage in task definition and information-seeking strategies are formulating a plan in order to complete an assignment or solve a problem. Engaging in location and access, use of information, and synthesis is the implementation of that plan. Evaluating the process and product resulting from the synthesis activity is the final step.
  • ig6 as a general, nonsubject-specific, metacognitive scaffold for students to use when solving information-based problems.
  • First, when students are provided metacognitive support during information problem-solving activities, they may be able manage complex tasks and subject matter content.
  • Second, the students relied heavily on the model in order to make decisions about current and future activities.
  • The researchers found that Big6 provided a focus to student research and writing activities that appeared to enhance the level of engagement the students had with both the content and their writing activities.
  • Results suggest that Big6 might act as a metacognitive scaffold for students who are asked to complete unfamiliar tasks involving complex content.
  • Scaffolding, when implemented according to the principles presented by Vygotsky (1978) is gradually withdrawn from the learner as performance approaches an expert level. The time period of the study was too brief to gradually remove the scaffolded support for students.
  • Big6 and other models that provide a systematic guide for information problem solving seem to provide the elements for mental modeling so necessary in helping the novice construct a method to meet the information use tasks placed before him or her. These models appear to help students visualize the series of tasks that at first are not understood or seemingly connected. Such models may be powerful in construction of mental images to manage tasks that at first did not seem possible to accomplish.
  • The Big6 may act as a metacognitive scaffold that supports students while they become more adept at monitoring their own thought processes during the problem-solving process.
  • Additionally, it provides a structured vocabulary that students and teachers can use while discussing the problem-solving strategies being employed in a particular learning situation. The structured vocabulary allows teachers and students to label behaviors and clarify terminology, two activities that are recommended to enhance metacognitive ability in students (Costa 1984). Consequently, an unobservable process is able to be monitored and tracked through a set of prescribed steps and described using a standardized vocabulary.
  • Big6 may also provide an overarching process that students can employ in a variety of learning situations
  • "encourage a deliberate and systematic approach to learning and problem solving" (236).
  • As Bondy (1984) stated, We cannot possibly provide school children with enough information to ensure their lifelong success in an ever-changing world. Preparing children to meet the demands of an uncertain future, however, may require a shift in educational focus from the content to the process of learning. Not only do children need to be able to think, but they need to exercise control over their own thinking. They need to know when they understand, when they need to know more, and how to direct efficiently their personal questions for knowledge. (238)
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    Research into Big6
rcosen01

MindShift - Inquiry Learning - 3 views

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    Great range of articles on Inquiry Learning, including examples of implementation
rcosen01

Doug Johnson Website - dougwri - Plagiarism-Proofing Assignments - 2 views

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    Suggested assignments for avoiding plagiarism
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