Skip to main content

Home/ techleadership/ Group items tagged Libraries

Rss Feed Group items tagged

marciapeterson

21st-Century Libraries: The Learning Commons | Edutopia - 0 views

  •  
    Transforming the library into a learning commons, with details about a school library in Chicago.
marciapeterson

School Library Thrives After Ditching Print Collection - The Digital Shift - 0 views

  •  
    A high school library in Minnesota eliminated most of its books when the school went one-to-one. The librarian describes the new bookless library as "a vital educational space where students still research, investigate and-above all-learn. . . ."
  •  
    A high school library in Minnesota eliminated most of its books when the school went one-to-one. The librarian describes the new bookless library as "a vital educational space where students still research, investigate and-above all-learn. . . ."
marciapeterson

Ebooks: Getting There ... But Not There Yet | American Libraries Magazine - 0 views

  •  
    How the American Library Association is working to remove obstacles to eBooks, especially in public libraries. One big stumbling block is that the publisher have not made ebooks available to libraries under the same terms as they do to individuals (perpetual ownership, reasonable prices).
marciapeterson

Brletic Elementary - Library to Learning Commons - YouTube - 0 views

  •  
    Many school libraries are moving to a Learning Commons model, which emphasizes group work, use of electronic devices, and critical thinking to support the Common Core. This video shows the transformation of an elementary school library in California.
seantheoret

10 Digital Resources That Will Improve Your School Library - 1 views

  •  
    As the role of the library is changing in our technology driven times, this is a good resource for empowering the librarian to embrace those changes and help our students become more technologically and informationally literate.
pwarmack

Microsoft Word - expert_report_final.doc.pdf - 0 views

  • The need for the curriculum to be embedded into the academic curriculum was mentioned by almost all experts. The idea that information literacy could or should be taught in isolation from an academic discipline was not advocated.
  • Collaboration between academics, teachers, learning developers and librarians, not only in terms of drawing up the curriculum but also teaching it, was suggested.
  • Academics are involved in developing a curriculum to meet the University’s learning and teaching strategy, assisted by librarians and educational developers. The academics are embedding it in the curriculum with advice from the librarians. This means that students don’t see something separately labeled “information literacy” as opposed to academic learning.
  • ...33 more annotations...
  • . should be embedded within the core subject discipline curriculum so that examples can be course specific and that info lit can be made apparent at point of need and not as a separate (and poorer) cousin.
  • to allow different teachers to adapt the curriculum to their own teaching style.
  • I believe information literacy has to be context‐sensitive both in subject but also individual experience.
  • he need to build on knowledge over time and to ‘scaffold’ the learner with greater levels of support in their first year or at critical points in their career was highlighted. However,it was important for the curriculum to be coherent and to ‘fit together’ and as one expert said:
  • No longer should the library be trying to sell its resources as part of information literacy instruction. Rather than focusing on resources, IL instruction should be focusing on habits of mind. Librarians’ role as a guide through the information landscape should not be touted but demonstrated.
  • The IL curriculum needs to consider the whole students information experience – skills are just one aspect.
  • Collaboration between different groups of staff was considered to be extremely important in terms of the successful implementation of any information literacy strategy or curriculum.
  • student‐centred approach’.
  • experts were clear that information literacy should be timed to happen at the point of need, but also that it should extend beyond simple induction.
  • Effort needs to be made to embed IL into the curriculum at later stages as well.
  • scalable approach.
  • Collaboration between library staff and academics was widely advocated, with many experts recognizing the role that learning developers, IT staff and also students could play.
  • work together to integrate it into the learning experience.
  • Many experts felt it was critical to the success of a programme that an audit of student abilities was carried out at the outset, to help better understand the needs of the students and any gaps in their knowledge. It would also help in planning more meaningful sessions, as otherwise itwas very easy to make assumptions about what students might know
  • the concerns of the different stakeholders were considered.
  • For students the key is to make them see that IL expertise will improve their grades. Students will respond to this most of all. There is some evidence that the term ‘information literacy’ has no currency with students (maybe not academics either), so while we can use it to coordinate efforts within the library, avoid using it externally. We need to show how the library adds value ‐ and increases marks.
  • Librarians are no longer seen simply as gatekeepers of information, but partners with faculty helping to facilitate learning.
  • The experts talked about a reluctance by some librarians to regard teaching as part of their role and a lack of confidence around more discursive teaching techniques
  • there is a danger ofconfusing IT awareness with information literacy.
  • the digital natives literature has vastly over‐rated info skills of young people, and also they may think they have better skills than they do. At the same time you have to appreciate that some students will be highly skilled online and any introduction that begins at too basic a level will put them off.
  • Experts agreed that independent learning and information literacy were closely linked: Information literacy creates an independent learning style which can become a self sustainable habit thorough life which must surely be considered as a desirable graduate attribute.
  • Experts were unanimous in the need to include evaluation skills in the information literacy curriculum.
  • Rather, it emphasises the need for students to appreciate a wide range of resources used by researchers in their field, although some of those described below might be valuable for students in a variety of different academic disciplines.
  • intense, deep research skills are lacking. Being able to find not just "good enough" sources but the best sources is critical.
  • Many librarians might traditionally regard managing information as being solely about bibliographic management, but file management, management of web resources and also developing an understanding of how to keep up to date, should form a fundamental part of the curriculum.
  • Traditionally this might include an understanding of plagiarism, and citation and referencing techniques.
  • Sharing information appropriately also forms part of the ethical use of information.
  • The need to present like someone on TED talks. Is presentation an information literacy skill? It's a digital literacy skill. Being literate in the tools, modes and reach of your presentations (slideshare, podcast, recording and rights.)
  • I don’t know howyou get across to people that it’s not simply about finding the answer, it’s finding your voice to make a valid answer.
  • Managing your online identity, web presence or ‘digital footprint’
  • rodusage ‐ not a consumer but not a producer either ‐ ideas of production and consumption are pre‐internet concepts. Forces of publication/dissemination now much more wide‐spread, democratized. “Produsers” produce and use at the same time. IL is beginning to sound a bit stale
  • I suppose the idea of synthesising information from different sources – students really struggle with this ‐ the ideasof looking at two different sources and evaluate them – even if its not evaluating for quality, they might both have different opinions about something. Compare and contrast – that idea.
  • Part of it is developing citizens that are aware and socially conscious ... being an information conscious person and an IL person when it comes to elections and major issues like a referendum.... It’s ina much broader sense we are talking about when we talk about IL.
Eric Telfer

Cushing Academy's Fisher-Watkins Library - 0 views

  •  
    This is the main idea I have about using educational technology in a powerful way within my "organization".
marciapeterson

Joyce Valenza | School Library Journal - 1 views

  •  
    Tech-savvy librarian, her blog covers libraries & technology.  Joyce has long been recognized as a tech leader among librarians.  Heard her speak at Dynamic Landscapes conference and was impressed by her insights and energy.  Blog is attractive and well laid out.  Her SLJ blog seems to be her most current, others have not been updated recently.
marciapeterson

SLJ Survey: Ebook Usage in School Libraries Expected to Rise Incrementally - The Digita... - 0 views

  •  
    Annual survey by SLJ and Follett
  •  
    Annual survey by SLJ and Follett
pwarmack

Print Plus: UDL and the School Library - 1 views

  •  
    UDL and the Library (Print Plus)
pwarmack

Information Literacy and Librarian-Faculty Collaboration in Academic Library for Sustai... - 0 views

  • The ultimate goal is to make information literacy an integral part of the academic curriculum, thus helping students to succeed not only during their years in college but also for their lifelong career choices.
  • discussion about librarian-faculty collaboration for developing information literacy skills among the students are considered briefly.
  • ACRL further describes information literacy as abilities to: a. Determine the extent of information needed b. Access the needed information effectively and efficiently c. Evaluate information and its sources critically d. Incorporate selected information into one’s knowledge base e. Use information effectively to accomplish a specific purpose f. Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.
  • ...25 more annotations...
  • That solution has two fundamental underpinnings: the first is that information literacy is an issue for every college and university; and the second is that librarians should occupy a position in attempts to define and achieve campus-wide information literacy.
  • While it is legitimate to use some of the information available on the web, students need to learn how to evaluate that information.
  • A study conducted by two researchers at the Manchester Metropolitan University in the United Kingdom found that 75% of the students surveyed used Google as their first port of call when locating information, with the university library catalogue used by only 10%.
  • In general, faculty members involved in the process were willing to collaborate with librarians who served as consultants, as instructors, and as team players in designing, teaching and implementing course assignmen
  • One particular model which has proven to be effective is course integrated instruction. With this model, librarians and teaching faculty co-design a course, and make sure that information literacy is incorporated in the course.
  • They not only sought to build short-term programmatic partnerships but more importantly, formal long-term working relationships with campus units, groups, departments and administrators.
  • “Integrating Literacy into the Liberal Arts College Curriculum.
  • launched a campaign to recruit faculty as partners in the process
  • took advantage of the liaison system already in place
  • Symposiums were organized for faculty and librarians to focus on assessment and science disciplines.
  • offered a workshop
  • More and more course-related or integrated instruction sessions have come to play a bigger role in making students more information literate.
  • Changing fee structures, student experience and access to digitized information on the internet, librarians have had to rethink their approach to teaching IL skills
  • McGuinness (2007) argues that librarians tend to act in a reactive manner to the needs of academics, rather than proactively to promote IL skills.
  • eads to ad hoc, short-term solutions designed only to address one or two issues.
  • dds that librarians should align their own goals of incorporating IL skills into the curriculum with the goals of academics and institutions to influence the power structures within institutions and help shape educational content.
  • highlights both the ambiguity around how IL should be taught, and the important role faculty awareness of IL and integration of library staff plays in integrating IL
  • unpack the “culture clash” between librarians and academics
  • cGuinness (2006) found that academics expected students to “learn by doing” through collaborative projects with peers and dissertation reports with occasional support from staff, without a clear sense of how students would develop critical and analytical IL skills
  • aculty also tended to believe that a student’s ability to gain IL skills were driven by the student’s own motivation, interests and innate abilities, rather than the quality and format of the available instructional opportunities
  • Multiple literacies, including digital, visual, textual, and technological, have now joined information literacy as crucial skills for this century”
  • These collaborative efforts have enabled librarians to encourage and support faculty in establishing learning priorities which will ensure that students be equipped with the competencies to become effective lifelong learners.
  • Only by establishing a successful partnership between librarians and faculty, can the goal of mastery of information literacy by students be accomplished.
  • The goal of librarian-faculty collaboration in integrating information literacy into the curriculum is to enable students to learn the skills and competencies needed for success during their life time
  • To make sure that everyone is able to become an educated, skilled, and information-literate person, librarians and faculty at institutions of higher education throughout the world will need to work together as partners to provide the education
Hannah Fjeld

Expect the Miraculous | Barrow Media Center - 0 views

  •  
    One of my favorite librarian blogs to follow, Andy Plemmons does creative, innovative, fascinating things in his elementary library. I never fail to be inspired by reading about his work.
Eric Telfer

Radical Curriculum Sharing at the Open High School of Utah | Edutopia - 0 views

  • integrating Web 2.0 technologies, like those that follow, would help her students succeed in the 21st centur
    • Eric Telfer
       
      I think we have to do this and PLPs will reinforce the necessity for teachers to be equipped with the skills and dispositions to teach them to all students.
    • Eric Telfer
       
      Color-coded lesson plans are "the best"- peer reviewed?
    • Eric Telfer
       
      Virtual Library of Instruction- access to curricular plans that align with CCSS and you can quickly create a scope and sequence with the essential questions and broad, overarching themes for the academic year- paperless.
  • ...5 more annotations...
  • The age of comprehensive drag-and-drop curriculum planning is here
    • Eric Telfer
       
      More than one department from one school? Curriculum sharing between different schools in different districts? This is the true target of authentic collaboration and PLNs.
  • The Virtual Library of Instruction (11) hosts many excellent unit plans designed at the University of Georgia's by Dr. Peter Smagorinsky's secondary English majors. Scroll down to see units listed by grade. Titles listed in pink are the best.
  • At Teaching That Makes Sense (TTMS.org) (12), Steve Peha has created a ridiculous amount of materials useful for writing instructors
    • Eric Telfer
       
      Personal interest in improving strategies surrounding writing instruction (CLAs, expository writing, SBAC constructed responses).
  • Some of the sites I discovered were created by college professors and might be too difficult for students who are not academically gifted. Nonetheless, there are treasures here
  • Technology still hasn't solved the biggest time crunch: reading, responding, and grading essays. "And let me tell you," she laughs, "My grading inbox is frightening." Nor does technology alleviate the need for her presence "They want me there, commenting. But I can't always be there as much as I want to be."
    • Eric Telfer
       
      WriteToLearn and similar grading software (Intelligent Essay Assessor, Criterion) will become an option for teachers to grade elements of an essay that can be "counted".
putnamc

Ebooks are actually not books-schools among first to realizing this fact | Digital Book... - 0 views

    • putnamc
       
      The model FollettShelf uses is also attractive to libraries. We buy one copy that can be accessed by as many students as we want. We own the copy of the book
  • Ebooks are actually software.
  • Books are objects. They are limited by their physicality. Only one person can sit comfortably and read a book.
  • ...3 more annotations...
  • purchase one of them for each student
  • Ebooks, however, have practically no physical limitations
  • Ebooks are not books at all—they are software and they should be sold the way software is sold
putnamc

Feature: Ebook Approval Plans: Integration to Meet User Needs - 0 views

  •  
    One model for implementing eBooks in a library.
nickyforest

Conducting Research-based Projects in Elementary Grades with Safety in Mind -- THE Journal - 1 views

  • elementary school students choose to conduct research for school projects.
    • nickyforest
       
      How elementary school students choose to conduct research is a big question mark.
    • nickyforest
       
      A great article on elementary school student research.
  • Fortunately, there are best practices for teachers to adopt and safe websites for learners to visit, which she shares here with THE Journal.
  • Did the students have a list of safe sites to use for their research, appropriate for their grade level
    • nickyforest
       
      Students did not have a list of approved websites that were appropriate for their use.
  • ...6 more annotations...
  • She and her mom were proud that she had done her own research. When she said that she got her information from Wikipedia, I suggested that she might wish to include her source on the project, but she did not want to. She did not know if she would be presenting the project to her classmates.
    • nickyforest
       
      Research from a 3rd grader was done using only Wikipedia and that was not cited on her research project.
  • My concern was not just about the credibility of using Wikipedia for academic purposes. The reading level was too advanced for a typical third-grader. Researchers (Anderson, 2012) have found the overall readability of numerous Wikipedia articles too difficult for many readers.
    • nickyforest
       
      Wikipedia is not written at a 3rd grade level, or for any elementary student for that matter.
  • How is the research process introduced to elementary students, particularly for using the internet? Are learners provided an age-appropriate online tutorial? Is there a standards document indicating skills that students should be developing in elementary grades for using technology to conduct research?  What guidelines/templates are students provided for developing their projects? Are they provided a checklist/rubric for how projects would be graded? Who sees their projects?  How do you make parents aware that their children will be doing internet research and that their children’s “online safety” has been considered?
    • nickyforest
       
      What are the guidelines for elementary school student research. These six questions were asked of teachers in two different states.
  • elementary learners can hop on the Research Rocket at the online portal Kentucky Virtual Library: How to Do Research and find an interactive and engaging tutorial designed just for them. Content might also benefit classroom lessons and discussions, particularly in K–2 when
    • nickyforest
       
      School districts in Kentucky have a virtual library where students can learn about how to do research.
  • ibrary media specialists in the School District of New Berlin (WI) developed a series of research guides and templates, organized by grade-bands. Templates for grades 4 to 6 combine a checklist or rubric.  Lankau, Parrish, Quillin and Schilling (2004) developed the Research Project Guide: A Handbook for Teachers and Studentsfor Humble Independent School District in Texas.
    • nickyforest
       
      LMS staff in Wisconsin and Texas have organized templates, rubrics and checklists to help students with their research.
  • Symbaloo, a social bookmarking tool, for this purpose. The Elementary Research Guide focuses on the Super 3 and Big 6 research models for grades K–2 and 3 to 5, respectively. Presentations on the Super 3 and Big 6 models, posted on Slideshare.net, illustrate that educators value both models.  
    • nickyforest
       
      Resources for research projects also include Symbaloo, Super 3 and Big 6 which are readily available to students and teachers.
  •  
    Some real examples of research done wrong while highlighting how much research skills need to be taught, starting in elementary school.
Joy Ray

Create floor plans, house plans and home plans online with Floorplanner.com - 0 views

  •  
    Floorplanner is the easiest and best-looking way to create and share interactive floorplans online. Whether you're moving into a new house, planning a wedding or reorganizing your living room, Floorplanner has the right tools for you. With Floorplanner you can recreate your home, garden or office in just a few clicks and furnish your plans with our huge library of objects.
1 - 20 of 36 Next ›
Showing 20 items per page