StoryBird Presentation
Driving Question...
How does a school library foster the digital literacy needs of students and teachers?
How it Relates to Derbin's Theory
http://storybird.com/books/school-libraries-as-advocates-for-common-core-and/
Driving Question...
How does a school library foster the digital literacy needs of students and teachers?
How it Relates to Derbin's Theory
http://storybird.com/books/school-libraries-as-advocates-for-common-core-and/
Jennifer Wodlinger
Professor Martha McCoy
Dr. Pamela Redmond
791 Sensemaking and Research Design
5 May 2014
School Libraries as Digital Literacy and Student-Centric Learning Commons
Abstract: If you ask a student at any age level what is on his or her mind, they are most likely not going to say, “The school library.” To keep up with the ever changing needs of 21st century learners, school libraries need to step up. We must reinvent our status from being timeworn, boring and quiet to being hip, appealing and engaging. The old paradigm of school libraries serving as book depositories is gone. Effective school libraries are rapidly becoming new and innovative physical and virtual spaces known as the learning commons, the busy hang-out of the school where a collaborative culture of innovative learning takes place. Teacher librarians are evolving from their roles as keeper of the books to digital literacy coaches.The students and teachers need a digital literacy curriculum that will provide learning in aspects of technology that include information literacy, internet safety, cyber bullying, copyright and fair use, online relationships, and self-image.
Driving Question: How does a school library foster the digital literacy needs of students and teachers?
Background and Need: Throughout the United States a typical school library traditionally functions as a structured setting in a physical space. The library houses collections of literary documents that students are able to borrow. Students come and go throughout the day and the library usually stays open an hour or so after the bell rings to accommodate individual students. Students check out books, read magazines, and search the Internet to work on research projects or term papers. Today, schools are experiencing a major transformation due to the impact that technology and project based learning has made on education. This paper will focus on the opportunities for learners to be actively engaged, participate in groups, interact frequently with their instructors, get timely and specific feedback, and see connections with real-world contexts. In short, socialization is a vital part of education. (Farmer, Instructional Design, 2). The recent shift in pedagogy toward collaborative learning necessitates a physical space where students can work collaboratively and communicate effectively. The backbone of the pedagogical shift is digital literacy. Calistoga’s school libraries must offer students and teachers digital literacy services with a scope and sequence that will meet the needs of the learners, grades K-12. This study will assess the needs of our learners, areas of concerns, online resources, digital services, and the steps necessary to transform our traditional book-based library into a digital library that students can have access to 24/7. Before we make that transition it is necessary to develop a systematic process that includes the socio-economic, instructional, technological and educational needs of our learners. The focus of this paper will demonstrate how the process will unfold.
References:
Britto, M. (2011). The Learning Commons in Academic Libraries as a Response to Meeting the Dynamic Needs of Millenials. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (pp. 1072-1078). Chesapeake, VA: AACE.
Clark, Ruth Colvin. Developing Technical Training: A Structured Approach for Developing Classroom and Computer-based Instructional Materials. Third ed. San Francisco: Pfeiffer/Wiley, 2008. Print.
Farmer, Lesley S. J. Instructional Design for Librarians and Information Professionals. New York: Neal-Schuman, 2011. Print.
Loertscher, David. "Flip This Library: School Libraries Need a Revolution." School Library Journal. SLJ, n.d. Web. 25 Mar. 2014. <http://www.slj.com/2008/11/sljarchives/flip-this-library-school-libraries-need-a-revolution/#_>.
"Standards for the 21st-Century Learner." American Library Association. AASL, n.d. Web. 23 Mar. 2014. <http://www.ala.org/aasl/standards-guidelines/learning-standards>.
Sykes, Judith A. Conducting Action Research to Evaluate Your School Library. Santa Barbara: Greenwood, 2013. Print.
Professor Martha McCoy
Dr. Pamela Redmond
791 Sensemaking and Research Design
5 May 2014
School Libraries as Digital Literacy and Student-Centric Learning Commons
Abstract: If you ask a student at any age level what is on his or her mind, they are most likely not going to say, “The school library.” To keep up with the ever changing needs of 21st century learners, school libraries need to step up. We must reinvent our status from being timeworn, boring and quiet to being hip, appealing and engaging. The old paradigm of school libraries serving as book depositories is gone. Effective school libraries are rapidly becoming new and innovative physical and virtual spaces known as the learning commons, the busy hang-out of the school where a collaborative culture of innovative learning takes place. Teacher librarians are evolving from their roles as keeper of the books to digital literacy coaches.The students and teachers need a digital literacy curriculum that will provide learning in aspects of technology that include information literacy, internet safety, cyber bullying, copyright and fair use, online relationships, and self-image.
Driving Question: How does a school library foster the digital literacy needs of students and teachers?
Background and Need: Throughout the United States a typical school library traditionally functions as a structured setting in a physical space. The library houses collections of literary documents that students are able to borrow. Students come and go throughout the day and the library usually stays open an hour or so after the bell rings to accommodate individual students. Students check out books, read magazines, and search the Internet to work on research projects or term papers. Today, schools are experiencing a major transformation due to the impact that technology and project based learning has made on education. This paper will focus on the opportunities for learners to be actively engaged, participate in groups, interact frequently with their instructors, get timely and specific feedback, and see connections with real-world contexts. In short, socialization is a vital part of education. (Farmer, Instructional Design, 2). The recent shift in pedagogy toward collaborative learning necessitates a physical space where students can work collaboratively and communicate effectively. The backbone of the pedagogical shift is digital literacy. Calistoga’s school libraries must offer students and teachers digital literacy services with a scope and sequence that will meet the needs of the learners, grades K-12. This study will assess the needs of our learners, areas of concerns, online resources, digital services, and the steps necessary to transform our traditional book-based library into a digital library that students can have access to 24/7. Before we make that transition it is necessary to develop a systematic process that includes the socio-economic, instructional, technological and educational needs of our learners. The focus of this paper will demonstrate how the process will unfold.
References:
Britto, M. (2011). The Learning Commons in Academic Libraries as a Response to Meeting the Dynamic Needs of Millenials. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (pp. 1072-1078). Chesapeake, VA: AACE.
Clark, Ruth Colvin. Developing Technical Training: A Structured Approach for Developing Classroom and Computer-based Instructional Materials. Third ed. San Francisco: Pfeiffer/Wiley, 2008. Print.
Farmer, Lesley S. J. Instructional Design for Librarians and Information Professionals. New York: Neal-Schuman, 2011. Print.
Loertscher, David. "Flip This Library: School Libraries Need a Revolution." School Library Journal. SLJ, n.d. Web. 25 Mar. 2014. <http://www.slj.com/2008/11/sljarchives/flip-this-library-school-libraries-need-a-revolution/#_>.
"Standards for the 21st-Century Learner." American Library Association. AASL, n.d. Web. 23 Mar. 2014. <http://www.ala.org/aasl/standards-guidelines/learning-standards>.
Sykes, Judith A. Conducting Action Research to Evaluate Your School Library. Santa Barbara: Greenwood, 2013. Print.