In our Lesson 6 Lecture notes we were asked, "What is your opinion about established vs. free citizen-built encyclopedias such as Wikipedia? Consider how information environments are evolving and also think about the challenges for developing information literacy skills." (Letain, 2012).
I personally believe a lot of research goes into the creation and construction of encyclopedias. Qualified individuals should get credit for the work they do to ensure quality information is accurate. Recently the Apple Store released an App called iBooks Author. iBooks Author is designed to create textbooks and make them available for general use. My issue with this system is we may see a rush of textbooks for iPads and student access that may not contain accurate information, because a high school student thought he might create a Chemistry 12 textbook. Authors and editors are being paid to provide our students with accurate and detailed texts and reference books so research can be completed successfully.
The free citizen-built resources do provide new teachable moments. These resources are pushing teacher librarians more than ever to teach our students to be critical evaluators of resources. These free citizen resources are pushing teacher librarians to arm our students with more skills to weed through the good from the bad. Sadly, we already are doing that when we provide students with the print copies of resources.
A benefit to the free citizen-built resources is print encyclopedias cannot be replaced every year with updated versions due to budgets. The citizen-built resources can provide recent up-to-date daily information. The risk is that the information may or may not be accurate or credible and could potentially be biased to the contributor's point of view.
Overall, I believe both resources have worth, especially with more onus being put on Web 2.0 applications. Students should be encouraged to use both forms but should also be taught the skills to determine the worth of the resource. Additionally, e-encyclopedias could be updated more frequently and students could be directed to use those resources instead of Wikipedia.
References
Letain, A. (2012). Lecture notes: Lesson 6 - General and Specialized Encyclopedias. Univerisity of British Columbia, Vancouver, British Columbia.
Tuesday 14 February 2012
Lesson 5 - The Reference Interview and Cooperative Program Planning and Teaching
One thing I have learned since starting the Teacher Librarian Diploma program, is communication is vital for effective research skills between teachers, teacher librarians and students. During this lesson I learned about the different forms of research or reference interviews: "Ready-Reference, Research projects, and Readers' advisory interviews" (Riedling, 2005, 104-105). The Ready-reference refers to a quick conversation that will answer questions using facts. The Readers' advisory is used to help suggest books of interest to students based on their reading preferences or personal interests. The Research projects, which got me thinking the most, is a series of questions designed to help both the teacher librarian and the student select materials and resources from several sources on a specific topic.
As I read Riedling's details regarding the Research project interview 'time' kept popping into my mind. Riedling (2005) states, "These questions involve in-depth coverage of a topic, often requiring the use of multiple sources of information. Research project questions may necessitate several interactions with the student over a period of time to achieve the desired results" (104). I am concerned that as a teacher librarian I will have a class that will all being doing research at the same time. If I follow her model of questioning this will most certainly require a great deal of one on one interviews. From my observations in libraries, the teacher librarian always has questions flying at her from six students. How am I to focus and 'listen' if I have an entire class looking for assistance?
I wonder if setting up interview times would be logical? There are also problems with this potential solution. I will most likely be covering PREP for most of the teachers, so if I am set up interviews with the students, where do I fit that into my schedule when I will have several classes a day to work with too. I wonder, when do I fit them all in, as well as all my other responsibilities?
References
Riedling, A. (2005). Reference Skills for the School Library Media Specialist: Tools and Tips, 2nd Ed. Worthington, OH: Linworth Publishing.
As I read Riedling's details regarding the Research project interview 'time' kept popping into my mind. Riedling (2005) states, "These questions involve in-depth coverage of a topic, often requiring the use of multiple sources of information. Research project questions may necessitate several interactions with the student over a period of time to achieve the desired results" (104). I am concerned that as a teacher librarian I will have a class that will all being doing research at the same time. If I follow her model of questioning this will most certainly require a great deal of one on one interviews. From my observations in libraries, the teacher librarian always has questions flying at her from six students. How am I to focus and 'listen' if I have an entire class looking for assistance?
I wonder if setting up interview times would be logical? There are also problems with this potential solution. I will most likely be covering PREP for most of the teachers, so if I am set up interviews with the students, where do I fit that into my schedule when I will have several classes a day to work with too. I wonder, when do I fit them all in, as well as all my other responsibilities?
References
Riedling, A. (2005). Reference Skills for the School Library Media Specialist: Tools and Tips, 2nd Ed. Worthington, OH: Linworth Publishing.
Lesson 4 - Print and/or Electronic Reference Materials
During this lesson our class was asked "Are those of us who support both print and electronic reference sources fighting a losing battle? How do student preferences for electronic resources affect your purchasing?"
I realize students are drawn to Google and electronic resources on the internet before a book in the library. I am not sure if this is due to easy of accessing a computer or if it due to a shift in paradigms. Overall, I do not think think we are losing a battle. Students still need access to print based resources. As stated in our Lesson 4 notes, "General Encyclopedias, Atlases, Fact Books, Glossaries, Dictionaries etc. are all available on the web, but they should also be a major part [of] the traditional print collection in a school library as they are important references to have available for the initial stages of research" (Lesson 4, 2012). Many students still come to the library and ask teacher librarians, 'Do you have any books on [insert topic here]? We should, however, be prepared for a time when publishing companies stop producing print copies. Until then it is our responsibility to provide a successful blend of print and electronic resources.
One teacher librarian I have talked to tries to set aside time in her library classes to teach students about new electronic resources so they can access them at home for homework uses. She has even gone to Parent Advisory Committee meetings and held mini workshops on the electronic resources the school has subscriptions with. Her workshops are designed to show parents what resources they can use at home to help their children with homework, or with research projects. She shows them how to access the school's library catalog and has each parent practice applying the skills on computers.
Student preferences should play a role in the selection process. If students prefer using electronic resources then those resources should be available. I, however, do not think it is simply enough to have the resources available. Teacher librarians can say 'Oh, don't forget about the e-resources.' It is great to mention, but the students need to be taught how to access, and apply the information they collect from the electronic resource. These are skills that should be pre-taught. Additionally, I believe, our electronic resources should be supported by our print reference materials and reinforce the information collected from the electronic resources. As the quote mentions, these 'have to be available for the initial stages of research.'
References
Letain, A. (2012). Lecture notes: Lesson 4 - Print and/or Electronic Reference Materials. Univerisity of British Columbia, Vancouver, British Columbia.
I realize students are drawn to Google and electronic resources on the internet before a book in the library. I am not sure if this is due to easy of accessing a computer or if it due to a shift in paradigms. Overall, I do not think think we are losing a battle. Students still need access to print based resources. As stated in our Lesson 4 notes, "General Encyclopedias, Atlases, Fact Books, Glossaries, Dictionaries etc. are all available on the web, but they should also be a major part [of] the traditional print collection in a school library as they are important references to have available for the initial stages of research" (Lesson 4, 2012). Many students still come to the library and ask teacher librarians, 'Do you have any books on [insert topic here]? We should, however, be prepared for a time when publishing companies stop producing print copies. Until then it is our responsibility to provide a successful blend of print and electronic resources.
One teacher librarian I have talked to tries to set aside time in her library classes to teach students about new electronic resources so they can access them at home for homework uses. She has even gone to Parent Advisory Committee meetings and held mini workshops on the electronic resources the school has subscriptions with. Her workshops are designed to show parents what resources they can use at home to help their children with homework, or with research projects. She shows them how to access the school's library catalog and has each parent practice applying the skills on computers.
Student preferences should play a role in the selection process. If students prefer using electronic resources then those resources should be available. I, however, do not think it is simply enough to have the resources available. Teacher librarians can say 'Oh, don't forget about the e-resources.' It is great to mention, but the students need to be taught how to access, and apply the information they collect from the electronic resource. These are skills that should be pre-taught. Additionally, I believe, our electronic resources should be supported by our print reference materials and reinforce the information collected from the electronic resources. As the quote mentions, these 'have to be available for the initial stages of research.'
References
Letain, A. (2012). Lecture notes: Lesson 4 - Print and/or Electronic Reference Materials. Univerisity of British Columbia, Vancouver, British Columbia.
Lesson 3 - Building a Reference Collection
Before investigating this section I already knew there was a distinct selection method when it cam to resources for the library. Teacher librarians can consult journal reviews, websites, catalogs, word of mouth, and popularity or demand. I did not knowhow the selection process related to the reference collection. Generally when I think of the reference section of the library I think of the World Books, all lined up in a row on the shelf. I did not realize how extensive the Reference section can be.
Riedling spends several chapters of her text discussing the key elements for selecting the books for the reference collection. I took the time to compare the criteria for selecting each category: Bibliographies, Directories, Almanacs, Yearbooks, Handbooks, Bibliographical Sources, Dictionaries, Encyclopedias, Geographic Sources, and Indexes and Abstracts. Riedling uses the same categories to compare most of the reference resources with some variation depending on the text. The main trends for choosing a reference resource are: Authority, Scope, Currency, Accuracy and Format. These categories where reflected on five of the references as selection methods. The other selection topics where four or fewer, depending upon the reference and its specialization.
Riedling (2005) explains that an authority is "the education and experience of the authors, editors and contributors of a source, as well as the reputation of the publisher or sponsoring agency" (133). Authority deals with the knowledgeable individuals responsible for creating the reference resources and their credibility.
Scope refers to why the reference is written, primarily it's 'purpose ... and its intended audience' (134). It also refers to the content discussed in the resource and how much detail is provided.
Currency refers to how current the information is within the resource. In most situations, if a reference resource is more than five years old, it should be replaced. Teacher librarians are responsible for maintaining current information centers not archives of the past. Our cultures are changing daily, we need to make sure resources are up to date. Electronic resources can be quite handy in this case, as they may be updated more often than the print version.
When selecting reference resources based on accuracy, teacher librarians should make sure the contents of the resource are correct. This should include spelling, information, and in the case of Abstracts and Indexes, ensuring that authors names are consistent between the abstract and the index.
The last theme for selecting a reference resource was format. Format refers to arrangement and organization. Teacher librarians should note if the reference is well organized, and readability (especially when looking at dictionaries) (Riedling, 2005, 58). When evaluating Encyclopedias, format should consider if the illustrations are current, if the source is 'user-friendly' as well as the 'intended audience' (68). When looking at geographic resources, Riedling (2005) states, "the resources must provide the desired information quickly and easily; be clear and legible" (76).
Regardless of that reference resource the teacher librarian is investigating they must be aware of these trends in the selection process, and for the benefit of their students, adhere to this criteria. This will provide current, accurate and detailed information for students to access throughout their school careers.
References
Riedling, A. (2005). Reference Skills for the School Library Media Specialist: Tools and Tips, 2nd Ed. Worthington, OH: Linworth Publishing.
Riedling spends several chapters of her text discussing the key elements for selecting the books for the reference collection. I took the time to compare the criteria for selecting each category: Bibliographies, Directories, Almanacs, Yearbooks, Handbooks, Bibliographical Sources, Dictionaries, Encyclopedias, Geographic Sources, and Indexes and Abstracts. Riedling uses the same categories to compare most of the reference resources with some variation depending on the text. The main trends for choosing a reference resource are: Authority, Scope, Currency, Accuracy and Format. These categories where reflected on five of the references as selection methods. The other selection topics where four or fewer, depending upon the reference and its specialization.
Riedling (2005) explains that an authority is "the education and experience of the authors, editors and contributors of a source, as well as the reputation of the publisher or sponsoring agency" (133). Authority deals with the knowledgeable individuals responsible for creating the reference resources and their credibility.
Scope refers to why the reference is written, primarily it's 'purpose ... and its intended audience' (134). It also refers to the content discussed in the resource and how much detail is provided.
Currency refers to how current the information is within the resource. In most situations, if a reference resource is more than five years old, it should be replaced. Teacher librarians are responsible for maintaining current information centers not archives of the past. Our cultures are changing daily, we need to make sure resources are up to date. Electronic resources can be quite handy in this case, as they may be updated more often than the print version.
When selecting reference resources based on accuracy, teacher librarians should make sure the contents of the resource are correct. This should include spelling, information, and in the case of Abstracts and Indexes, ensuring that authors names are consistent between the abstract and the index.
The last theme for selecting a reference resource was format. Format refers to arrangement and organization. Teacher librarians should note if the reference is well organized, and readability (especially when looking at dictionaries) (Riedling, 2005, 58). When evaluating Encyclopedias, format should consider if the illustrations are current, if the source is 'user-friendly' as well as the 'intended audience' (68). When looking at geographic resources, Riedling (2005) states, "the resources must provide the desired information quickly and easily; be clear and legible" (76).
Regardless of that reference resource the teacher librarian is investigating they must be aware of these trends in the selection process, and for the benefit of their students, adhere to this criteria. This will provide current, accurate and detailed information for students to access throughout their school careers.
References
Riedling, A. (2005). Reference Skills for the School Library Media Specialist: Tools and Tips, 2nd Ed. Worthington, OH: Linworth Publishing.
Lesson 2 - Research Methods
This section was a bit of a review for me. Last term one of my course spent a good deal of time discussing different forms of Research methods. We read an article 'Destination Information' (2004) Library Media Connection which outlined and compared several of the different methods. While reading this article and the Riedling's discussions on Information Seeking, Big6 Information Problem Solving and Research Process (2005, 8-11), I have come to realize that there is no one method that can be allocated as 'best.' Each student will learn in a different style. This, however, poses some issues for the teacher librarian and the classroom teacher. We must choose a research method we think would work for most of the students.
Riedling (2005) showed us an overview of the three methods mentioned above. Each method had their differences, but overall they are similar. Stripling and Pitts' Research Process has far more stages than Eisenberg and Berkowitz' Big6, but the end results are the same. Students will research, synthesize, produce and reflect. My curiosity with these methods falls back to, our students learn in a variety of ways. Can these research methods incorporate all the different learning methods, to help strengthen student success? Additionally, I wonder as teacher librarians should we be trying to teach students a variety of research methods, so they can choose which method is best for them? Or, should we teach one method to an entire school, have students master it, and apply various forms of learning styles into the research method, such as auditory, visual, and kinesthetic?
From my point of view it makes more sense to teach and mast one method, and have students apply their own styles to that method. The research we could get out of our students should an entire school follow one learning method. If all of the teachers and staff used the same language when discussing research, students could potentially conduct research beautifully.
The key point here is 'if all the teachers and staff.' From discussions with colleagues and classmates I have noticed (especially right now with job action) getting everyone on board a learning train can be less than a simple process. One teacher librarian I have talked to says she wishes her school would follow one research method. She wants to be able to support her staff, and reinforce the learning strategies with the students.
In summary, no one research method is going to be the best, but teacher librarians might be able to find a method that is better suited for their school based on demographics and the learning styles of the students. The teacher librarian also needs to work with the staff (and vice versa) to provide background knowledge and the skills to be successful in which ever method their school chooses.
References
Milam, P. (2004). Destination Information: A road map for the journey. Library Media Connection () 20-24.
Riedling, A. (2005). Reference Skills for the School Library Media Specialist: Tools and Tips, 2nd Ed. Worthington, OH: Linworth Publishing.
Riedling (2005) showed us an overview of the three methods mentioned above. Each method had their differences, but overall they are similar. Stripling and Pitts' Research Process has far more stages than Eisenberg and Berkowitz' Big6, but the end results are the same. Students will research, synthesize, produce and reflect. My curiosity with these methods falls back to, our students learn in a variety of ways. Can these research methods incorporate all the different learning methods, to help strengthen student success? Additionally, I wonder as teacher librarians should we be trying to teach students a variety of research methods, so they can choose which method is best for them? Or, should we teach one method to an entire school, have students master it, and apply various forms of learning styles into the research method, such as auditory, visual, and kinesthetic?
From my point of view it makes more sense to teach and mast one method, and have students apply their own styles to that method. The research we could get out of our students should an entire school follow one learning method. If all of the teachers and staff used the same language when discussing research, students could potentially conduct research beautifully.
The key point here is 'if all the teachers and staff.' From discussions with colleagues and classmates I have noticed (especially right now with job action) getting everyone on board a learning train can be less than a simple process. One teacher librarian I have talked to says she wishes her school would follow one research method. She wants to be able to support her staff, and reinforce the learning strategies with the students.
In summary, no one research method is going to be the best, but teacher librarians might be able to find a method that is better suited for their school based on demographics and the learning styles of the students. The teacher librarian also needs to work with the staff (and vice versa) to provide background knowledge and the skills to be successful in which ever method their school chooses.
References
Milam, P. (2004). Destination Information: A road map for the journey. Library Media Connection () 20-24.
Riedling, A. (2005). Reference Skills for the School Library Media Specialist: Tools and Tips, 2nd Ed. Worthington, OH: Linworth Publishing.
Sunday 12 February 2012
Lesson 1 - Definitions
I would like to start with a little story. The definitions for this lesson are found in our class readings: Reference Skills for the School Library media Specialist: Tools and Topics, 2nd Edition, (2005) by Ann Riedling. When I read the discussion topic assignment, I panicked. I had ordered my texts for my three classes before term, and got a note from Fed-Ex at the end of the first week of classes saying my parcel had been delivered, except it had not been delivered to me. So the search was on for Fed-Ex to find my books. It turns out after three lengthy discussions with a friendly Fed-Ex employee that the driver had delivered my books in Prince George to a local merchant (good: right city, wrong address). Luckily the driver remembered the signature that was given for the book and found my parcel and delivered my books. Boy did I have a lot of readings to catch up on. But that is okay, because I got the assignments all in on time and I am still good to go.
I reviewed the glossary and found I was familiar with most of the terms listed. I also noticed after reading several of my classmates' posts that I was not alone in the unfamiliar terms. All of the terms I was not aware of were abbreviations. Personally I find abbreviations difficult to remember and keep straight. There are so many abbreviations in the teacher librarian world (TL, SLMC, SLRC, DRC, SD, SLMS, and the list can go on).
The three terms that stuck out for me were: NUC (National Union Catalog), OCLC (Online computer library center) and RLIN (Research Libraries Information network). The NUC "lists all works that are cataloged by the Library of Congress and other members of the system" (Riedling, 2005). The OCLC is "a bibligraphic network [that] has the greatest number of members and link to more than 30,000 libraries in 65 countries" (Riedling, 2005). The RLIN is "a bibliographic network that includes records of the 'ivy league' universities and major research centers" (Riedling, 2005).
When I reviewed these three abbreviations I realized that two may not really apply to me, as they are American resources dealing with congress, and 'ivy league' universities. Upon further reflection, as a teacher librarian our students may be dealing with current events topics that are connected with the United States. Having access to these to reference resources could help our students answer a research question, or a hot topic of discussion. I acknowledge that just because we are Canadian and want to include Canadian materials before others, we also have to open to including information from sources around the world. If our students will truly be connected to a global network, they should be entitled to accessing American information just as much as Canadian content.
References
Riedling, A. (2005). Reference Skills for the School Library Media Specialist: Tools and Tips, 2nd Ed. Worthington, OH: Linworth Publishing.
I reviewed the glossary and found I was familiar with most of the terms listed. I also noticed after reading several of my classmates' posts that I was not alone in the unfamiliar terms. All of the terms I was not aware of were abbreviations. Personally I find abbreviations difficult to remember and keep straight. There are so many abbreviations in the teacher librarian world (TL, SLMC, SLRC, DRC, SD, SLMS, and the list can go on).
The three terms that stuck out for me were: NUC (National Union Catalog), OCLC (Online computer library center) and RLIN (Research Libraries Information network). The NUC "lists all works that are cataloged by the Library of Congress and other members of the system" (Riedling, 2005). The OCLC is "a bibligraphic network [that] has the greatest number of members and link to more than 30,000 libraries in 65 countries" (Riedling, 2005). The RLIN is "a bibliographic network that includes records of the 'ivy league' universities and major research centers" (Riedling, 2005).
When I reviewed these three abbreviations I realized that two may not really apply to me, as they are American resources dealing with congress, and 'ivy league' universities. Upon further reflection, as a teacher librarian our students may be dealing with current events topics that are connected with the United States. Having access to these to reference resources could help our students answer a research question, or a hot topic of discussion. I acknowledge that just because we are Canadian and want to include Canadian materials before others, we also have to open to including information from sources around the world. If our students will truly be connected to a global network, they should be entitled to accessing American information just as much as Canadian content.
References
Riedling, A. (2005). Reference Skills for the School Library Media Specialist: Tools and Tips, 2nd Ed. Worthington, OH: Linworth Publishing.
My Process
I want to take this time to explain where my blog is going from here. So far in my 467 class, each week we have been given a new topic to reflect on. My notebook is full of sticky notes regarding my reflections and learnings on each topic. I can honestly say, this term I have been slower at reading through all my classmates posts, and have been having trouble keeping on top of everything, but today I am taking the time to blog my reflections, and take my 'Post-Its' and post them to my blog.
Each post will have a heading about the weeks topic, and should discuss what I knew before the lesson, what I learned from the readings, my classmates, and myself, as well as what I am still wondering about. You will notice I often end with questions, because I am still learning and openly admit to not having all the answers.
Each post will have a heading about the weeks topic, and should discuss what I knew before the lesson, what I learned from the readings, my classmates, and myself, as well as what I am still wondering about. You will notice I often end with questions, because I am still learning and openly admit to not having all the answers.
Reflection on Articles
I have been visiting several schools lately and there is quite a lot of talk regarding the 21st Century bandwagon. Some of the teachers I have talked to say it Math Makes Sense all over again. A new philosophy, or catch phrase. Everyone wants us to get on board, with a top down mandate. But what about training? What is best for our students? Have their learning styles and needs been considered? What about budgets and the need for technology to let this all fly? I have had the privilege of talking to a School Trustee in Peace River South school district. Their SD has joined the 21st Train, but they seem to be doing it right! They are sending their trustees, and staff down to the states for training, to actually see this philosophy and practice in use. I think if our school districts are planning to go this route steps need to be taken before a Choice Learning Commons school can effectively start.
In the articles I summarized each one talked about how steps need to be taken to introduce these systems to our students. The Personal Learning Environment needs to be catered to each students. We (teachers and teacher librarians) need to know how to do this before we can teach our students. Our students deserve instruction. Even in the article by Koechlin, C. & Loertscher, D. V. (2011), no where does it show us the steps to get to that end result. We see can see Van Gogh's 'Starry Night' on the wall, but what steps did he take to create such a masterpiece?
Our students deserve the best in education, but is our government providing us with all the tools we need to give our future what they deserve?
Wednesday 1 February 2012
Assignment 1.1 - Three Article Summaries
School District #57 is looking at different ways of providing education to its students. Recently it has been focusing on the learning Commons philosophy, 21st century education and the integration of more technology. To better inform myself of these practices I have chosen three articles to summarize that relate to all three of these trends. The first article, What is Library 2.0? does a study to define the term Library 2.0 using a co-word analysis technique. The second article, personal Learning Environments in the Learning Commons, identifies the components of a personal learning environment and how they can help a student be successful within the learning commons practice. The final article defines project-based learning and outlines the process involved for students and the adults assisting them.
Holmberg, K., Huvila, I., Kronqvist-Berg, M., & Widen-Wuff, G. (2008). What is Library 2.0? Journal of Documentation, (64)4, 668-681.
Holmberg, Huvila, Kronqvist-Berg, & Widen-Wuff (2008) discuss their study to define the term Library 2.0 using a co-word analysis. The co-word analysis involved three main steps:
(1) The extraction of the key words from selected material.
(2) The creation of the co-occurrence matrix and drawing the network maps.
(3) Interpreting the network maps and the data they represent (Holmberg, et al., 2008, 672).
During their study the authors had 29 participants sort 37 terms related to libraries and technology. After the participants had organized and connected the words, the words were graphed into a network map. The authors used figures to visually show the word maps and identified the words as nodes. If a word was connected to another word it was linked with a line. The more times a word is connected to a word the stronger a connection is reflected on the figure. The results show that 'Interactivity' had the most connections to other words, with its strongest connection to 'users.' They also identified other strong connection words: participation, personalization, and user-created. Based on these correlations, interactivity, participation and user are "clearly the core of Library 2.0 according to the respondents" (Holmberg, et al., 2008, 674).
Holmberg, et al. (2008) continued by creating a network map. This analysis clustered key terms and defined four core cluster groups: Libraries and library services, Web and Web 2.0, Technology and tools, Social aspects: 'soft values." The authors added Users, Interactivity and Participations to make a list of "seven building-blocks of Library 2.0) (676).
This resulted in and identified the building blocks of the Library 2.0 model. All the blocks are inter-connected and Interactivity is at the center as it had connections with all the other blocks and "was considered the most important component of Library 2.0 by respondents." (Holmberg, et al., 2008, 676). By using the building blocks the authors "empirically define Library 2.0: Library 2.0 is a change in interaction between users and libraries in a new culture of participation catalyzed by social web technologies." (Holmberg, et al., 2008, 677).
In the discussion section the authors take the time to compare their results to other researchers. They note that most other researchers focus on the technology aspect in their definitions, but they do acknowledge the interactivity component.
The authors conclude that Library 2.0 has seven key components that all interact with each other and cannot be set aside. Their model reflects the fluidity of the 2.0 concepts with interactivity at its heart. They state, "The primary implication of the model is that it represents a consensual and empirical approach to define the notion Library 2.0." (Holmberg, et al., 2008, 678).
Koechlin, C. & Loertscher, D. V. (2011). Personal Learning Environments in the Learning Commons. Teacher Librarian, (39)2, 23-25.
Koechlin and Loertscher (2011) discuss the theory behind Learning Commons and developing a Personal Learning Environment (PLE). The authors begin by defining each word in Personal Learning Environment individually. They begin with Personal. Each individual must chose and tailor his or her learning tools to their interests and needs. If it is not about the individual the PLE will not be successful. The authors next define Learning. The learning must be "self-directed. The learner needs to control, test ideas, collaborate, create, make mistakes, and fix them and keep on learning" (Koechlin and Loertscher, 2011, 23). Environment is also defined as "creating a safe but empowering learning space (Koechlin and Loertscher, 2011, 23).
Koechlin and Loertscher (2011) break the PLE into its three components: the Portal (your information space), Personal Learning Network (who and how you learn best) and the Personal Portfolio (your published work to demonstrate learning). The goal of this process is to incorporate a reflective process and have the student progressively learning to learn.
The authors believe that the personal learning environment will empower the learner and who will become an expert in areas of personal interest. The learners develop the skills to construct their own meaning, while learning how to learn. "Within the portal and networked spaces of a PLE, students are encouraged to gather and organize links to resources, tools, friends, and experts that will help them expand all their interests both inside and outside of school." (Koechlin and Loertscher, 2011, 25).
Koechlin and Loertscher (2011) also identify the roles of the teacher librarian and the 'adult coaches' who will be present to help facilitate this format of learning. Their primary role is to be assessors of learning. The authors provide a visual breakdown for assessing: it includes three sub-heading: Doing, Learning to Learn and Knowing and Understanding. Each heading has points to assess such as "developing a plan, curating demonstrations of learning, building networks, collaborating, interconnectivity of ideas and value of self" (Koechlin and Loertscher, 2011, 25).
The teacher librarians become the "principal information coach in the school" (Koechlin and Loertscher, 2011, 25). They are responsible for watching the growth of their students in "personal expertise and collaborative intelligence" ((Koechlin and Loertscher, 2011, 25). The teacher librarians are also critical in developing the learning commons program. They must construct the program so that the personal learning environment "becomes foundational" (Koechlin and Loertscher, 2011, 25).
The authors conclude by providing internet links that demonstrate how some schools are already making this approach successful, for example: Preparation for Living in a Public World or Chat between Personal Learning Environment (PLE) and Learning Management System (LMS) which presents a short virtual video of a student explaining to an older generation teacher how he uses his personal learning environment.
Markham, T. (2011). Project Based Learning: A Bridge Just Far Enough. Teacher Librarian, (39)2, 38-42.
Markham (2011) begins by defining the differences between project based learning and using projects. Project based learning is the tool for learning in the classroom. It is always happening and has a specific question that facilitates the learning. Projects, however, are usually a 'culminating opportunity for students to finally demonstrate what they had learned during the year." (Markham, 2011, 38). Within project based learning, "Students learn knowledge and elements of the core curriculum, but also apply what they know to solve authentic problems and produce results that matter" (Markham, 2011, 38).
Markham continues by outlining how project based learning works by dividing the process into steps. The first three step include identifying a challenge, crafting the driving questions and building the assessment. From here the facilitator teaches collaboration and presentation skills. Students are then encouraged to get involved and have a “voice and choice into the project" Students help to design a schedule and outline their “benchmarks" (Markham, 2011, 39). Students are encouraged to work in teams, and to not think of themselves as working in groups. They are being coached to 'demonstrate commitment, purpose, and results..." (Markham, 2011, 39). Students and facilitators must also remember that this learning process is not linear. Students may have to revisit areas of discussion to facilitate their conclusions. Additionally, students are encouraged to focus on 'the practice and thinking time' (Markham, 2011, 40).
The role of the teacher librarian in this model is to encourage this method of learning. Markham (2011) notes that facilitators need to be aware of the gaps in this model. He states, "These are the gaps that need to be filled through training, support, and materials." (Markham, 2011, 40). Markham also notes that these gaps are things we are always facing in the realm of education.
Author concludes that, "PBL is a terrific method for teaching problem solving, core concepts, skills, and creative application so knowledge." (Markham, 2011, 41). Markham (2011) also notes, "Education is turning into a collective effort" (42). It will require students, teachers, teacher librarians and parents to create a collaborative framework. The goal is to help students go beyond the "A" and "fill in the canvas with their own thoughts, ideas, and experiences..." (Markham, 2011, 42).
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