·
Teaching for Learning – Empowering Learners: Chapter 2
The school librarian has taken the
lead in teaching, learning the curriculum, knowing the various learning styles
of students, and collaborating with teachers to take students into 21st
century learning. Working together, teachers and librarians will be able to
teach students how to learn.
I.
The first thing a librarian must do is to create
a partnership with teachers. Teachers and librarians should work together to
build lesson plans, getting input from students, administration, parents, and
the community. All involved should be
open minded and open to new ideas.
II.
Another thing a librarian must do is to promote
reading. Reading is the core of learning and can be done through 21st
Century skills along with traditional means. It is important that students
understand what they read so they can use what they know and build upon that to
be able to pose questions, learn about new information, and make predictions. Librarians must also teach students how to
analyze and evaluate using interdisciplinary materials. Libraries serve as a
central location for learning for everyone.
III.
The librarian should make sure there are a
variety of formats. Students are now able to use multiple technologies that guide
them through the learning process. Librarians should make sure students use
ethical practices when using technology.
IV.
Inquiry-based curriculum is most important now
that helps students take what they know, ask questions and do research to find
out new information through learning and investigation. Librarians and teachers
should partner up to help students achieve this practice. It is important that
students are motivated, engaged, and have activated their prior knowledge. It
helps when students assess themselves as well as using peer and teacher
assessments. Testing students on what they have learned should be created so
that students with different learning styles can show what they have learned by
being able to use their best skills and interests.
V.
Teachers and librarians should assess their
lessons often to make sure they are promoting a higher level of learning. They
should also change as learner’s needs change. They can do these things through
student’s self-assessment, assessing student progress, improving instruction,
and determining how to improve the achievements of students. There are two ways
that formative assessment is good: it give the student feedback and give the
teacher/librarian a chance to change the lesson as student progress. Summative assessment
is used at the very end. This is usually done through a test or quiz. As
teachers and librarians collect evidence of successful learning and teaching,
they are able to find the strengths and weaknesses.
·
The Learning Space & Collection and
Information Aces – Empowering Learners:
Chapter 3
The Learning Space – Flexible access to the
library is important. This way, students feel like they can come in at any
time. The physical space is used for
collaboration, communicating, reading, browsing, and using multimedia. There
are areas for group work, individual work, presentations, wireless access,
workstations, etc. Virtual space is used to students can access the library’s
catalog, databases, and to resources and sites that can help with student work.
Collection and Information Access – The
library’s collection should include items that support the curriculum. Figuring
out which items to purchase in print or digital will be tough. The librarian
also needs to figure out which resources to subscribe to that would be best to
match the curriculum and student needs and professional development. The
librarian should also try to obtain items for students who may not have
Internet access and for special needs students. Policies must be in place to
protect student’s right to read. Librarians must continually evaluate the
collection and make changes as needed.
·
On the Job: Managing Access to Information –
Woolls, Chapter 8
Right to Privacy - Libraries should protect
the patron’s right to read by adopting policies that keep records confidential.
Employees should also keep information confidential unless there is a warrant. Libraries
will need to check with their attorneys to make sure they are not violating any
laws with their record-keeping.
Defending the Right to Access Information –
Online filters were meant to keep students from accessing inappropriate
materials from the Internet. The problem is that they filter out too much
information and students are sometimes able to access inappropriate things
anyway. The best way to handle it is to have students and parents sign an
Internet User agreement.
Copyright – Increased access to information
due to the Internet has caused a surge in copyright infringement. Librarians
must keep current with laws that concern copyright and fair use and they should
post the current policies in places where students, teachers, and
administration will see it.
Technology Decisions – Getting approval for
new technology will require the need for careful explanation and justification
for the cost. If approved, the librarian must then decide which vendor to use and
how much money to spend. Storage capacity is another consideration.
Integrated Library Systems – This is a system that shows the library’s
catalog in real-time. Things to consider
when choosing an ILS is customer support, updates, and training.
Building and Maintaining the Resource
Collection –
Circulation of Materials – Circulation will decrease due to outside
activities and Internet access. Librarians will need to remove as many
obstacles as possible.
Selecting Materials and Equipment: Format Decisions –CD-ROMS are cheaper
but require more space. Online resources usually require a subscription but
have more up-to-date information.
Selecting Materials – Materials should be selected with guidelines from
the library’s policies. Policies cover everything from accepting gifts, selecting
items for the collection, to items that are questioned. Policies also provide goals
and objectives. When choosing materials, age and grade levels should be taken
into consideration as well as the needs of patrons. Printed reviews and online
resources are available to aid in the material selection. Teachers and other staff could also help with
selection.
Selecting Information from the Internet – When a media specialist
provides links to other web sites that students and teachers can access, those
links become part of the collection. User agreements should be in place.
Librarians should help teachers and students with online searches to find the
best information possible.
Selecting Equipment – The media specialist should take into consideration
the “equipment’s quality, compatibility, warranty, maintenance, and repair” (Woolls
137)
as well as keeping in mind the user.
Acquiring Materials and Equipment – The first step is to select a source.
Many use book jobbers who select the materials for you.
De-Selection of Materials (Weeding) – It is important to discard or weed
out unused, damaged, or outdated materials from the collection. Librarians will
need the shelf space for new materials. A good time to weed is when curriculum
changes, items are damaged, shelves are looking too full, items are no longer
useful, and to make sure only the best is available to patrons. This must be
done often. Reference materials should be weeded more often than the rest. Newspapers,
magazines, pamphlets, equipment should also be weeded taking into consideration
storage space, out dated information, broken equipment, etc.
Options for Cataloging – The collection should be organized for ease of
access. Some materials are already with bar codes and can be downloaded into
the OPAC so libraries don’t have to take a lot of time doing their own
cataloging. Some methods are more costly than others.
Housing the Collection – Print materials are housed on shelves in the
library but online resources are housed on the Internet. In any case, materials
should be available and to be located/used with ease.
·
On the Job: Managing Services – Woolls, Chapter
10
Deciding which services to offer depends on
the staff and the facilities. (Woolls 161)
The most important part of providing services is to make sure they integrate
with the curriculum.
Understanding Curriculum – Media specialists
must be aware of current curriculum through collaborating with teachers. They
must provide resources that integrate with lessons and units. The first thing a
librarian must do is to “create a professional reference collection of all
textbooks used in the building.” (Woolls 162) The librarian must
keep abreast of these items throughout the year. The second thing should be a
reference collection of curriculum guides. It helps to serve on textbook and
curriculum committees. This will make it easier to assist in recommending
materials.
Analyzing Teaching Methods – Using a
variety of teaching methods is the way to go today, rather than using a
textbook and lecture, and helps teach to every type of learner. Making plans
along with the teacher creates a higher level of and more meaningful learning. If
media is used correctly, there can be an improvement in learning. To use correctly,
media must be accessible, have designed extensive planning, and working closely
with teachers.
Assistance with Classroom Assignments –
Librarians should offer the opportunity to create assignments using media. Media
specialists should also encourage proper citation and bibliographic reference.
Teaching the New Kinds of Literacy –
Librarians can help students become information literate by helping teachers
help students to “assess, evaluate, and use information.” (Woolls 167) After inquiry and
posing questions, evaluating information is the second step. This process
includes self-evaluation, peer and teacher evaluation. Kahlthau’s steps include
“(1) the teacher’s initiation of the unit of study; (2) the students’ selection
of a topic; (3) exploration to find a focus; (4) formulation of a focus for the
research; (5) collection of information; (6) presentation; and (7) assessment
with self-reflection.” (Woolls 168) The media
specialists can help with this by helping the student find the materials or
resources they need, helping students assess themselves, and helping determine
what worked and what didn’t work concerning the lesson.
The Media Specialist in the Classroom –
Problems arise when the media specialist has to leave the library to go into
the classroom. It is best to schedule class time in the media center and/or to
have online connections.
The Media Center as Classroom – The media
specialist will have to set priorities when scheduling the media center. First,
should come the media specialist, then teachers who want to bring their
classroom in, and then other non-media related things. Some media should be
portable and to cordon off areas to not disturb other areas would be good.
Media Center Activities – The media
specialist must create a good media program that meets the needs and desires of
the school community. Some criteria may be determined by the state, district,
community, etc. on what must be taught in the library. The librarian could take
a poll to determine what takes priority or to find out what patrons expect.
Conducting In-Service Training Sessions – The
media specialist can be very helpful in implementing the professional learning
attributes such as, “Supportive and shared leadership, Shared values and
vision, Supportive conditions, Shared personal practice, Collective creativity”
(Woolls 173) .
They can provide programs that support the goals. Professional time is when
teachers can collaborate with each other and the librarian can plan programs
for when there are no professional learning communities. The media specialist
can train them on using the equipment and technologies that are available. The
media specialist can also be in charge of bringing in presenters from outside
the school to teach the teachers new skills. The presenter should be an expert,
if not, bring in outside help. Evaluations of the presentations will also be
helpful in future presentations.
·
What Is the Future of Teaching? – Josh Catone
A recent study put on by the US Department
of Education shows that students scored higher when taught through online
courses than the same courses taught face-to-face. They believe that this
result was because of the additional materials and time the online students
had. This shows that using online resources in addition to the classroom will
enhance learning. What will this do to teachers? They will have more materials
to use in the classroom and it will enhance learning if they know how to apply
them properly.
·
Library Skills=Information Literacy
Skills=Common Core Skills –Sara Kelly Johns
Common Core Standards show that libraries and
librarians are needed to help teachers co-teach. But, media specialists must
prove to administrators that they can be an integral part of teaching Common
Core Standards.
·
CHHS Learning Commons Part 2 – Librarycommons
One of the areas that a Learning commons
can help is with distance learners. Learning commons also provides the space
and access to team-teach with teachers. It is about working and collaborating
with teachers and students at various learning levels and grade levels to
enrich learning that creates a whole-school environment. It is also about
teaching and learning new tools that can help enhance learning and presenting.
·
Tell Me, What Do You Teach? - Joyce Valenza
There have been several teacher/librarians
having to prove their worth only to save their jobs in recent times. Even
people who support libraries really have no idea what we really do. It is up to
us to make people aware of what librarians do and teach.
Works Cited
American Association of School Librarians. Empowering
Learners. Chicago: American Library Association, 2009. Print.
Catone, Josh. "What is the Future of
Teaching?" 31 Aug. 2009. Mashable.
http://mashable.com/2009/08/31/online-education-teachers. 2 Nov. 2012.
Johns, Sara Kelly. "Library Skills'=Information
Literacy Skills=Common Core Skills." 23 March 2012. Make Some Noise.
http://blogs.slj.com/make-some-noise/2012/03/23/library-skills-information-literacy-skills-common-core-skills/#comment-31.
3 Nov. 2012.
Librarycommons. "CHHS Learning Commons Part
2." 11 Apr 2011. YouTube.
http://www.youtube.com/watch?v=nVipfjDk6A8. 3 Nov. 2012.
Valenza, Joyce. "Tell Me, What Do You
Teach?" 26 May 2011. NeverEndingSearch.
http://blog.schoollibraryjournal.com/neverendingsearch/2011/05/26/if-they-come-for-you-what-will-you-do.
3 Nov. 2012.
Woolls, Blanche. The School Library Media Manager
Fourth Edition. Westport, CT: Libraries Unlimited, 2008. Print.
Questions:
1) How will a media specialist
know how much print vs. how much digital items to purchase?
2) If a teacher does not want to
collaborate, how does the media specialist open that door?
3) Where do librarians go to learn
new online tools and get the expertise needed to teach them to teachers and
students?
Lisa,
ReplyDeleteGreat job on your summary of this weeks reading and viewing materials! I liked all you questions, but I think I will stick with #3, I believe that going to conferences for many librarians give them new information as well as having a network of friends (other librarians, teachers, etc) that will share their knowledge with them as well. My librarian has a few really good friends who are also librarians that she leans on when she is at a loss as to where to go next.
Dixie
I think your layout of your summary this week was great! Easy to follow each part of our reading assignment this week.
ReplyDeleteI will attempt to answer number 1.
I believe the print vs. digital items would best be decided by use and request. If students are telling their friends about something you have in the library then more students will be in there to borrow. I would set a beginning point/number of digital and add to it as the demand goes up. I don't believe their will be anyone sending us a note to tell us how much we need, we will have to be our own judge and this is the best way I can think of.
Great work, Lisa! In regard to question three, I think that there are wonderful blogs available that talk about new technologies that might be useful to media specialists, such as Buffy Hamilton's Unquiet Librarian blog (http://theunquietlibrarian.wordpress.com/) or Gwyneth Jones' Daring Librarian blog (http://www.thedaringlibrarian.com/), both of which we've read stuff from this semester. I suppose trade journals such as School Library Journal would also be a good place to learn about new technologies. Computer journals such as PC World might also be a good place to look. Here's something that Dr. Antrim shared in the Foundations of Librarianship forum - The 30 Best Web 2.0 Tools for Teachers (http://edudemic.com/2012/10/best-web-tools-2012/). Presumably this list is updated each year. As for learning how everything works, that's a great question. I know that most sites have tutorials, and there are always tech support forums. I will have to give this a lot more thought!
ReplyDeleteI absolutely believe that blogs are the best way to keep up-to-date with the profession, to learn the newest in technology, and to know who the great thinkers in the profession are.
ReplyDelete