Blooms Domains of learning. Made with C-Map
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educational-origami - Bloom's Digital Taxonomy - 1 views
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... communication skills. Marshalling and understanding the available evidence isn't useful unless you can effectively communicate your conclusions.”
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Bloom's Digital Taxonomy isn't about the tools or technologies rather it is about using these to facilitate learning
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Collaboration is not a 21st Century Skill, it is a 21st Century Essential.
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In a recent blog post from the official google blog, Google identified the following as key traits or abilities in 21st Century Employees:
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The digital additions and their justifications are as follows:
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Learning to know Learning to do Learning to live together Learning to be
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Anderson and Krathwohl's taxonomy – Remembering 1. Remembering: Retrieving, recalling or recognising knowledge from memory. Remembering is when memory is used to produce definitions, facts or lists, or recite or retrieve material.
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Advanced and Boolean Searching
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Bullet pointing
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Highlightin
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Bookmarking or favouriting
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Social networkin
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Social bookmarking
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“... team players. Virtually every project at Google is run by a small team. People need to work well together and perform up to the team's expectations. ”
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Understanding: Constructing meaning from different types of function be they written or graphic. The digital additions and their justifications are as follows
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Searching or “googling
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Blog Journallin
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Categorising & Taggin
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ommenting and annotating
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Subscribin
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Linking
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Running and operating
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Playin
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Uploading and Sharin
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Hacking
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Editing
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Analysing: Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purpose. Mental actions include differentiating, organizing and attributing as well as being able to distinguish between components. The digital additions and their justifications are as follows:
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Mashing
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Applying: Carrying out or using a procedure through executing or implementing. Applying related and refers to situations where learned material is used through products like models, presentation, interviews and simulations. The digital additions and their justifications are as follows:
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Reverse-engineering
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Cracking
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.Evaluating: Making judgements based on criteria and standards through checking and critiquing.. The digital additions and their justifications are as follows:
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Blog/vlog commenting and reflecting
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Posting
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Moderating
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Collaborating and networking
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Testing (Alpha and Beta)
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Validating
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Creating: Putting the elements together to form a coherent or functional whole; reorganising elements into a new pattern or structure through generating, planning or producing. The digital additions and their justifications are as follows:
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Programming
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Filming, animating, videocasting, podcasting, mixing and remixing
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Directing and producing
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Publishing
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shared by Erica Trowbridge on 22 Feb 12
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School Library Monthly - Common Core and School Librarians - 61 views
www.schoollibrarymonthly.com/...Kramer2011-v28n1p8.html
Common Core libraries standards education library professional development inservices
shared by Erica Trowbridge on 22 Feb 12
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The Common Core Standards (CCS) are at hand! They are often referred to as National Standards and they carry impact for student learning, teaching, and school librarians. But how? What is the real story?
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shared by Carla Shinn on 30 Jun 13
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Best Websites for Teaching and Learning 2013 - 29 views
blogs.slj.com/...for-teaching-and-learning-2013
cool tools research 2.0 information literacy Information fluency
shared by Carla Shinn on 30 Jun 13
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just released its standards-aligned Here in Chicago, AASL's Best Websites for Teaching & Learning Committee 2013 list. Sites, apps, and tools are selected because they engage users through innovation, creativity, active participation, and collaboration. Honored websites, tools, and resources will provide exceptional value to inquiry-based teaching and learning. -
http://www.ala.org/aasl/standards-guidelines/best-websites/2013#media In the category of Media Sharing,among the selections in AASL's Best Websites for Teaching and Learning are: Pinterest http://pinterest.com/ Create connections, encourage collaboration, ignite discussions, or simply share mutual interests through Pinterest. Uploaded or "pin" images and videos from websites, blogs, or your own computer, smartphone, or tablet to create boards. These boards can be private or public, and others can be invited to pin on any of your boards. Any "pin" can be "repinned", and all pins will link back to their source. Grades 6-12. smore https://www.smore.com/ Flyers and newsletters become a snap with Smore! Design and create professional online flyers by choosing from an array of templates, styles, and colors to compliment your individual style and audience. With Smore you can embed links, audio, video, pictures, and text into your flyers and newsletters and then publish instantly to get your message and information out quickly. Grades 6-12. Here is a Pinterest board of Library Smores: http://pinterest.com/cshinn4/library-smores/
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An infographic on digital footprints done in Smore: http://theinnovativeeducator.blogspot.ca/2013/06/infographic-flyer-whats-your-digital.html A livebinder on Pinterest in school libraries and classrooms:http://www.livebinders.com/play/play?id=456337
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Dr. Lodge McCammon - 9 views
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Dr. Lodge McCammon is a Specialist in Curriculum and Contemporary Media at the Friday Institute for Educational Innovation (www.fi.ncsu.edu). His work in education began in 2003 at Wakefield High School in Raleigh, North Carolina, where he taught Civics and AP Economics. He finished a Ph.D. from North Carolina State University in 2008 where his work at The Friday Institute continues to bring innovative practices to students, teachers and schools. He developed a teaching and professional development process called FIZZ which encourages and models best practices in implementing user-generated video and online publishing in the classroom to enhance standards-based lessons. He is also a studio composer who writes standards-based songs, with supporting materials, about advanced curriculum for K-12 classrooms. More information, user-generated videos, and songs can be found at Lodge's website (www.iamlodge.com).
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shared by Donna Baumbach on 20 Apr 11
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ALA | Standards for the 21st-Century Learner Lesson Plan Database - 46 views
www.ala.org/...lessonplandb.cfm
lesson_plans aasl standards k12 school_iibrary_media_centers school_library_media_specialists
shared by Donna Baumbach on 20 Apr 11
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"search the database for lesson plans by learning standards and indicators, content topic, grade-level, resources used, type of lesson or schedule, keyword and much more. In addition, registered users can bookmark lesson plans in a portfolio for future use, rate and comment on lesson plans in the community, print to PDF and socially share lesson plans on the web, and create and publish their own lesson plans in the database."
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Cool Tools for 21st Century Learners: Google Docs Research Template - A Stepping Stone - 40 views
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The purpose of the template is for use as a starting point to help teachers plan and implement technology driven learning experiences that are fueled by Essential Questions and aligned to Common Core Standards. The template includes built in screencast tutorials to help students learn to use the technology. This allows teachers to focus on the content instead of being consumed by student questions about using the tech
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shared by Fran Bullington on 13 Jul 10
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Authentic Assessment Toolbox Home Page - 10 views
jonathan.mueller.faculty.noctrl.edu/...index.htm
assessment authentic rubrics standards education resource portfolios
shared by Fran Bullington on 13 Jul 10
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"to the Authentic Assessment Toolbox, a how-to text on creating authentic tasks, rubrics and standards for measuring and improving student learning."
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The Library in the New Age - The New York Review of Books - 0 views
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four fundamental changes in information technology since humans learned to speak.
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around 4000 BC, humans learned to write.
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the invention of writing was the most important technological breakthrough in the history of humanity
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second technological shift when the codex replaced the scroll sometime soon after the beginning of the Christian era. By the third century AD, the codex—that is, books with pages that you turn as opposed to scrolls that you roll
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eventually included differentiated words (that is, words separated by spaces
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other reader's aids
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codex, in turn, was transformed by the invention of printing with movable type in the 1450s.
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technology of printing did not change for nearly four centuries, but the reading public grew larger and larger, thanks to improvements in literacy, education, and access to the printed word.
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fourth great change, electronic communication
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movable type to the Internet, 524 years;
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writing to the codex, 4,300 years;
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codex to movable type, 1,150 years;
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would argue that the new information technology should force us to rethink the notion of information itself.
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Internet to search engines, nineteen years
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search engines to Google's algorithmic relevance ranking, seven years;
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continued at such a rate as to seem both unstoppable and incomprehensible.
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continuity I have in mind has to do with the nature of information itself or, to put it differently, the inherent instability of texts.
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every age was an age of information, each in its own way, and that information has always been unstable.
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pace of change seems breathtaking:
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news has always been an artifact and that it never corresponded exactly to what actually happened.
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News is not what happened but a story about what happened.
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aving learned to write news, I now distrust newspapers as a source of information, and I am often surprised by historians who take them as primary sources for knowing what really happened
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newspapers should be read for information about how contemporaries construed events, rather than for reliable knowledge of events
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We live in a time of unprecedented accessibility to information that is increasingly unreliable. Or do we?
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as messages that are constantly being reshaped in the process of transmission
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Instead of firmly fixed documents, we must deal with multiple, mutable texts. By studying them skeptically on our computer screens, we can learn how to read our daily newspaper more effectively—and even how to appreciate old books.
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Unbelievers used to dismiss Henry Clay Folger's determination to accumulate copies of the First Folio edition of Shakespeare as the mania of a crank.
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When Folger's collection grew beyond three dozen copies, his friends scoffed at him as Forty Folio Folger.
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eighteen of the thirty-six plays in the First Folio had never before been printed
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only two were reprinted without change from earlier quarto editions
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extual stability never existed in the pre-Internet eras.
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Piracy was so pervasive in early modern Europe that best-sellers could not be blockbusters as they are today
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They abridged, expanded, and reworked texts as they pleased, without worrying about the authors' intentions.
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question in perspective by discussing two views of the library, which I would describe as grand illusions—grand and partly true.
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o put it positively, there is something to be said for both visions, the library as a citadel and the Internet as open space.
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We have come to the problems posed by Google Book Search.
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Google proposal seemed to offer a way to make all book learning available to all people, or at least those privileged enough to have access to the World Wide Web
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will open up possibilities for research involving vast quantities of data, which could never be mastered without digitization
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Electronic Enlightenment, a project sponsored by the Voltaire Foundation of Oxford
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scholars will be able to trace references to individuals, books, and ideas throughout the entire network of correspondence that undergirded the Enlightenment
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notably American Memory sponsored by the Library of Congress[1] and the Valley of the Shadow created at the University of Virginia[2] —have demonstrated the feasibility and usefulness of databases on this scale
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will make research libraries obsolete
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2. Although Google pursued an intelligent strategy by signing up five great libraries, their combined holdings will not come close to exhausting the stock of books in the United States.
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1. According to the most utopian claim of the Googlers, Google can put virtually all printed books on-line.
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If Google missed this book, and other books like it, the researcher who relied on Google would never be able to locate certain works of great importance.
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On the contrary, Google will make them more important than ever. To support this view, I would like to organize my argument around eight points.
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For books under copyright, however, Google will probably display only a few lines at a time, which it claims is legal under fair use.
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3. Although it is to be hoped that the publishers, authors, and Google will settle their dispute, it is difficult to see how copyright will cease to pose a problem.
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But nothing suggests that it will take account of the standards prescribed by bibliographers, such as the first edition to appear in print or the edition that corresponds most closely to the expressed intention of the author.
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Google defines its mission as the communication of information—right now, today; it does not commit itself to conserving texts indefinitely.
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it has not yet ventured into special collections, where the rarest works are to be found. And of course the totality of world literature—all the books in all the languages of the world—lies far beyond Google's capacity to digitize
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Electronic enterprises come and go. Research libraries last for centuries. Better to fortify them than to declare them obsolete
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5. Google will make mistakes.
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Once we believed that microfilm would solve the problem of preserving texts. Now we know better.
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6. As in the case of microfilm, there is no guarantee that Google's copies will last.
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all texts "born digital" belong to an endangered species
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7. Google plans to digitize many versions of each book, taking whatever it gets as the copies appear, assembly-line fashion, from the shelves; but will it make all of them available?
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4. Companies decline rapidly in the fast-changing environment of electronic technology.
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No single copy of an eighteenth-century best-seller will do justice to the endless variety of editions. Serious scholars will have to study and compare many editions, in the original versions, not in the digitized reproductions that Google will sort out according to criteria that probably will have nothing to do with bibliographical scholarship.
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8. Even if the digitized image on the computer screen is accurate, it will fail to capture crucial aspects of a book.
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ts physical aspects provide clues about its existence as an element in a social and economic system; and if it contains margin notes, it can reveal a great deal about its place in the intellectual life of its readers.
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Rare book rooms are a vital part of research libraries, the part that is most inaccessible to Google. But libraries also provide places for ordinary readers to immerse themselves in books,
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Meanwhile, I say: shore up the library.
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I also say: long live Google, but don't count on it living long enough to replace that venerable building with the Corinthian columns.
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he research library still deserves to stand at the center of the campus, preserving the past and accumulating energy for the future.
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The library as citadel and as the open internet both play an important and distinguishable role.
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ALA | L4L Resources Compiled by 2010 Emerging Leaders Group A - 3 views
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A hot linked list of resources from AASL for pre-service, new, or returning school librarians to use in developing implementation strategies for the AASL standards developed by the ALA Emerging Leaders Team A which is at the bottom of the L4L Resources for Implementation page.
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Panel Releases Proposal to Set U.S. Education Standards - NYTimes.com - 0 views
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Looks like new national standards. I haven't been following this story all that closely, but what do you think about standards and their effect on authentic learning?
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ACRL | Information Literacy - 13 views
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Welcome to the ACRL Information Literacy Coordinating Committee gateway to resources on information literacy. These resources will help you understand and apply the Information Literacy Competency Standards for Higher Education to enhance teaching, learning, and research in the higher education community.
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Survive and Thrive! An Advocacy Toolkit for School Librarians - 0 views
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It's time for school librarians to speak out about how they help students meet learning standards. This advocacy kit provides templates and talking points for meetings with students, teachers, administrators, school boards and parents.
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Activate Instruction - 15 views
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At its most basic level, Activate Instruction is a free open database of standards-aligned learning resources-but it was designed to be much more. Teachers can browse, search, rate, add, share, and organize resources. Parents and students can follow teachers to see what they posted or search for the resources they like best. When integrated with student assessment data systems, Activate makes it easy for teachers to use student assessment data to connect students with the resources that match their specific needs.
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Information Fluency Common Core Alignment - 18 views
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One school districts work aligning information fluency with the new Common Core Learning Standards. Lots of work done here. Are you facing a similar project?
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Best Websites for Teaching & Learning 2013 | American Association of School Librarians ... - 0 views
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The 2013 Best Websites for Teaching and Learning foster the qualities of innovation, creativity, active participation, and collaboration. They are free, Web-based sites that are user friendly and encourage a community of learners to explore and discover.
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Can We Talk About the MLS? | Editorial - 0 views
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Public libraries in rural areas really don’t have a large enough donor base to make extensive fundraising worthwhile. The other problem public libraries have with outside fundriasing is that if you start taking in a lot of major gifts and donations, then your steady stream of revenue, the local government, may just wind up cutting your funding.
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True with school libraries as well; can't fundraise because can't lose current funding, but then feel sense of lack of control over revenue streams? = ick.
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“Students who pick their major based solely on postgraduation salaries, as opposed to passion for a field, will in all likelihood struggle in both school and career.”
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would agree that public librarians questionably need a library specific degree, or a degree at a graduate level anyway, as evidenced by the wealth of paraprofessionals who often do at least as good a job in that setting, though for management I think you would want someone trained in public management with library experience. In an academic setting, there is a credibility issue that begs credentialling in the areas of research and education, and credentialling to a higher standard than is now present in library schools, hence the inadequacy of the degree university libraries particularly, or at least that degree alone. The degree needs to be reinvented and would best partner to at least confer joint degrees in librarianship and business, education, and other disciplines
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The piece I was missing was how to develop workable ideas that were well researched and aligned with the basic tenants of Librarianship.
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philosophy and values of librarianship. It also grounded me in supervisory skills, in library management, and collection development.
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Paraprofessionals here have been the ones leading the discussion on topics such as fair use, copyright, RDA, cataloging standards, FERPA, etc. There are several levels of paraprofessionals from pages/shelvers, circulation desk workers, catalogers (copy & original), acquisitions, IT Systems, ILL , etc. MLS Librarians are mostly reference & instruction positions, collection development and/or managers. Education is absolutely needed for some positions, but experience should be recognized as well. Our newly hired MLS people would be lost try to perform original cataloging, acquisitions/budget or ILL just as the paraprofessionals may lack the knowledge in instructional pedagogy, management/leadership, etc.
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Much of my practical learning during grad school came from my classmates that had worked in libraries for years and were just then getting the degree. They had a MUCH better context for what was going on than I did at 23 and straight out of my undergrad
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Require the masters in a specialized field rather than the MLIS. That could definitely work in academia. And you can require directors and managers to have the MLIS, but not necessarily the librarians at the reference desk or running a department like circulation.
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But why do acquisitions, CD, or e-resources librarians need the degree? Those are practical jobs, that you do need practical experience for.
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Any self-starter with a library job could easily supplement training and hands-on experience with reading books from leaders in the field on the subject, starting a blog, getting involved in conversations in the library community.
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But for colleges, this becomes a game of perpetual growth – to secure funding and improve programs, we need more students, more alumni to donate! Job markets shrink, shift and dry up all the time, but rarely does a degree program shrink proportionately
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Why I couldn’t pick up a book here, attend a webinar there, and get the same place eventually through grit and dedication like the librarians just a generation before me.
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I am a Library Director in a hamlet (pop 3,000) in NH. The likelihood of my ever advancing to a larger library is categorically denied by that degree requirement. It doesn’t matter what experience I bring. Paying for another degree (I have a B.A. and an M. Div.) is out of the question for me, and, certainly, out of the question for the trustees of the library I serve
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Laura is correct – being in a rural library is actually very challenging. There are far fewer resources for our patrons – so good luck directing them to the resources they need.
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The public school teachers (including the school librarians) in my area have a starting salary that is about $10,000 higher than the starting salary of the public library system. Yet only the school and (some) public librarians are required to have a Masters before applying for their jobs
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They are responsible for recruiting too many librarians, and the schools need to take responsibility for over saturation. If not, how are they any different than for-profit colleges or career colleges.
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This is a women’s profession. Women are not valued. Hence any professional education we may have is useless in the eyes of…. us. Ah, feminism we’ve come so far. I realized when I went to library school that it was merely a sham union card for a lowly paid job.
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Library school does need to emphasize more about management – not just one class. This is what will make us more useful. The best library directors are those who kept their libraries afloat during the economic downturn. This is because they have the fundamental ethics of a librarian coupled with mad management skills.
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This isn’t just in the public sector. Academic librarians have crazy politics to wade through as do school librarians.
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What if we migrated from our current degree to a B.A. in Education (with a focus on libraries); an M.A. in Education (with a focus on a particular library type or area); and a Ph.D. in Education (with a narrow focus on a particular library type or area)? This would also serve to define who we are (educators) and what we do (education: through self-directed, research assistance & instruction, instructive & enlightening experiences
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Honestly, I privately refer to this as my fake master’s degree.
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There is no unified body to convince that the MLS is somehow superfluous to needs; you have to convince these individuals, 99% of whom have an MLS and probably can see the value in it.
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When I first became a librarian, I found that my past experience working in a bookstore was far more valuable to me than my MLS program.
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For many, it clearly does not provide necessary or useful theory and practice opportunities.
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I think some programs, like the one I attended, relied a lot on theory, and that meant that my dream, of creating better technology, was not quite realized as I needed the practical skills at building technology
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A classmate of mine jumped ship and attended a business school in New York, and now works at Goldman Sachs…I stayed on board hoping to do meaningful work; that hasn’t quite happened yet, really because of the emphasis on theory..I think my classmate saw the writing on the wall and made a smart calculated move; I do not like to start something and leave it unfinished,
School Library Monthly - Learning for Life: Applying the AASL Standards - 0 views
www.schoollibrarymonthly.com/...lin&Stephens2010.v26n5p36.html
article standards information literacy
shared by Jennifer Scypinski on 11 Mar 10
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Flipping the Classroom: A revolutionary approach to learning presents some pros and con... - 8 views