Technology Stewardship

This week is Young Adult Library Services Association’s Teen Tech Week (March 5 – 11, 2017).  Just as Digital Learning Day is a snapshot of what should be happening in school libraries every day so are the learning activities that are being spotlighted this week.

One thing that continually surprises me is that some people, new and practicing school librarians included, think that engaging students and supporting classroom teachers with Web-based resources and technology-infused learning experiences is something new in our profession. It’s not!

Ever since the Internet entered schools, effective school librarians and progressive school libraries have been at the center of providing digital resources and services (in addition to reading instruction and literature-focused events and activities).

New technology tools were a central feature in the school libraries where I served in the 1990s. Like many school librarian colleagues, I wrote grants to fund increasing technology tool access through the school library program. Also, similar to many colleagues, I convinced my principals that the central location of the library as the hub of learning in our schools was the appropriate place to provide equal access to all students, classroom teachers, specialists, and families.

In 1992, our elementary school library was the first in the district to have a stand-alone and dedicated CD-ROM computer station. In 1994, I secured grant funding at another elementary school library in another district in order to provide the most “sophisticated” access to CD-ROM reference resources using a then “cutting-edge” server tower. In the summer of 1994, I facilitated a two-week summer technology camp for first through fifth-grade students to utilize the new software (HyperStudio) we had purchased for the library with grant funds. Fourth-, and fifth-grade students mentored first-, second-, and third-grade students and co-created exciting multimedia projects that would serve as samples for classroom teachers and other students during the following school year.

In 1995, our school library facilitated the first student-designed elementary school website in Arizona. In 2000, when I served at another Tucson Unified School District elementary school, our school library website earned an Arizona Technology in Education Award (AzTEA) for the Best School Website; at that time, ours was the only site in the entire state designed, created, and managed by students.

While I took a leadership role in all of these technology-centered initiatives, I most certainly did not do them alone.

Business partners provided grant funding for soft- and hardware. The computer lab teacher I worked with in 1994 taught me most of what he knew about educational technology. He helped me select HyperStudio and an adaptor that transferred the computer screen to the TV screen; these tools literally transformed students’ learning and students’ and educators’ presentations. In 1995, a master’s in library science student intern taught me how to use website software and a bit about .html code; together we facilitated third-grade students’ design of our school’s site. Building on that experience in 1998 at a different elementary school, I formed a website advisory committee comprised of fourth-grade students, classroom teachers, a parent, and our principal and together we planned our school library website. Our goal was to put students in charge of the site. In 2000, we earned the AzTEA award mentioned above.

All of these experiences taught me that collaboration and co-learning are essential in effectively integrating new technology tools into teaching and learning. Learning from and working with more proficient peers gave me the skills I needed and the confidence to take risks. I believe my own willingness to experiment helped classroom teacher colleagues stretch themselves and take risks alongside me. Being an adult learner myself, I was sensitive to their needs and characteristics as adult learners.

Even more than the particular tool or project, it was my role as an instructional partner that helped us effectively integrate technology tools and instructional strategies into our shared curriculum. It was through coplanning and coteaching that I was able to serve as a change agent and helped diffuse technology and other innovations throughout our learning community.

Technology stewardship has long been a responsibility of school librarians, and through classroom-library collaboration school librarians are positioned to serve as technology stewards who facilitate learning with technology in a future ready learning environment.

Image created using Microsoft PowerPoint

School Librarians and Digital Learning

Digital Learning Day 2017 (#DLDay) will be held this Thursday, February 23rd. School librarians from across the U.S. will be participating and showcasing the digital learning that’s happening in their schools. This annual event was mentioned in last week’s “Future Ready Librarians: What’s Not to Love?” Webinar.

On Digital Learning Day (DLD), the Alliance for Excellent Education is sponsoring a free Webinar: Digital Learning Day 2017: “The Value of a Connected Classroom.” You can sign up on their site.

On the DLD homepage, there are four highlights listed from the 2016 event:
1.    Digital Equity and Access
2.    Digital Equity and Leadership
3.    Digital Equity and College and Career
4.    Digital Equity and Instructional Quality

School librarians especially appreciate the consistent focus on digital equity. School libraries are one place on school campuses where all students should be able to gain access to the digital tools and resources they need to be successful.

Several data points in National Education Association’s just-released “Library/Media Centers in U.S. Public Schools: Growth, Staffing, and Resources: Full Report” suggest that our nation’s schools have not yet achieved equity.

I include Arizona’s data because I was a long-time Arizona school librarian and school librarian educator; I currently live in this state.

In her article “Teacher-librarians as Champions of Digital Equity,” Dr. Carol Gordon makes a case for recognizing that “information education” is an essential aspect of digital equity. Citing two researchers’ list of the expertise school librarians offer students and colleagues, she notes: “Teacher-librarians play an important role in each of these areas: connectivity, content, content creation, technological support, and research on digital technology and learning. However, the role of teacher-librarians in information education, which should be at the top of this list, is not there” (Gordon 2016). (Emphasis added)

Digital Learning Day offers a snapshot of every day of the school year. This year, I will be looking for the ways Future Ready Librarians are forming instructional partnerships that ensure that students are effective users of ideas and information and proficient in knowledge creation as they appropriate digital tools and devices to meet their learning and presentation needs – all year long.

Works Cited

Gordon, Carol. “Teacher-Librarians as Champions of Digital Equity.” SLAV, vol. 14, no. 1, 2016, www.slav.vic.edu.au/synergy/volume-14-number-1-2016/research-into-practice/607-teacher-librarians-as-champions-of-digital-equity.html. Accessed 17 Feb. 2017.

Tuck, Kathy, D. and Dwight R. Holmes. “Library/Media Centers in U.S. Public Schools: Growth, Staffing, and Resources: Full Report,” 2016, NEA.org, http://www.nea.org/assets/docs/Trends%20in%20School%20Library%20Media%20Centers%20Full%20Report.pdf. Accessed 17 Feb. 2017.

Word Cloud Created at Wordle.net

Future Ready Librarians Build Instructional Partnerships

“Future ready” is catching fire. In the education landscape, “future ready” denotes students, educators, and school districts that are being effectively prepared or are preparing learners of today for the challenges of tomorrow. The emphasis on digital learning is at the core of this movement. Fortunately, many educational decision-makers are recognizing that school librarians and libraries are important components in future ready teaching and learning as the image from Follett’s Project Connect attests.

A growing number of school districts across the country are joining Future Ready Schools® (FRS). According the FRS About page, the FRS goal is “to help school districts develop comprehensive plans to achieve successful student learning outcomes by (1) transforming instructional pedagogy and practice while (2) simultaneously leveraging technology to personalize learning in the classroom.”

Launched in 2014 with the Future Ready Pledge, the Alliance for Excellence in Education has collected more than 3,100 school superintendents’ signatures. According to the Future Ready Web site, this means that the learning of 19.2 million students and their teachers’ teaching are being impacted by the framework for this initiative.

In June, 2016, FRS announced the Future Ready Librarians piece of their effort. (Note the links on this page to additional articles that spotlight the work of school librarians.) This movement toward the transformation of teaching and learning is inspiring many school librarians to self-assess their own future readiness and prepare themselves for partnering with administrators and teaching colleagues to implement the eight principles of the Future Ready Librarians (FRL) Framework.

For me, one of the most exciting FRL principles involves school librarians in building instructional partnerships in order to directly impact curriculum, instruction and assessment. The FRL “partners with educators to design and implement evidence-based curricula and assessments that integrate elements of deeper learning, critical thinking, information literacy, digital citizenship, creativity, innovation and the active use of technology.” (See the FRL Fact Sheet.)

The Future Ready Librarians Facebook Page is one source of professional development for school librarians. This is a closed group and participants must request access. Searching Twitter with the #futureready and #FutureReadyLibs hashtags are additional ways to be connected.

This groundswell of support for the role of FRL and school libraries should energize the school librarian community. It should prompt and inspire professional development. School librarian Michelle Luhtala, Vancouver Public Schools library administrator Mark Ray, and Sara Trettin from the U.S. Department of Education provided a FRL Webinar via edWeb last October. You can view the archive.

On February 14, the Alliance is hosting another Webinar focused on FRL: “What’s Not to Love?” This time, Shannon McClintock Miller will join Mark RAy and Sara Trettin. Check it out!

Image Courtesy of Follett’s Project Connect

Banned Websites Awareness Day 9/28/16

bwad-2016_webbadgeLibrarians across the U.S. will be recognizing “Banned Websites Awareness Day” (BWAD) on 9/28/16. Working toward unrestricted access to information and resources should be one of librarians’ top priorities. Choice in checkout helps students (yes, even kinders) practice a lifelong learning strategy. Internet filtering and blocked Web sites and social media are an on-going challenge in many schools and libraries.

Children’s Internet Protection Act (CIPA) was passed in April, 2001, in order to address concerns about children’s access to obscene or harmful content over the Internet. Just as school library policies can minimize the frequency of book challenges, policies can also mitigate complaints regarding Web-based information.

According to CIPA:
“Schools and libraries subject to CIPA are required to adopt and implement an Internet safety policy addressing:
◾Access by minors to inappropriate matter on the Internet;
◾The safety and security of minors when using electronic mail, chat rooms and other forms of direct electronic communications;
◾Unauthorized access, including so-called “hacking,” and other unlawful activities by minors online;
◾Unauthorized disclosure, use, and dissemination of personal information regarding minors; and
◾Measures restricting minors’ access to materials harmful to them” (FCC).

While protecting children and youth from obscene and harmful information is essential, overly restrictive filtering software may prevent young people from accessing information that is important to their health, wellness, and intellectual growth. School librarians, in particular, may frequently be in the position of advocating for a particular educational website to be unblocked. The wise school librarian makes friends with the IT department and helps to educate administrators about the importance of students having opportunities to practice digital citizenship.

If students are to become responsible, informed digital citizens, they must be given guidance as they develop skills to evaluate information. They must learn to use social media venues in an environment in which they are accountable for their communications. School librarians in collaboration with classroom teachers can provide youth with learning experiences so they can explore, evaluate, and responsibly use Web-based information and tools.

As AASL notes, “Relying solely on filters does not teach young citizens how to be savvy searchers or how to evaluate the accuracy of information” (BWAD Background).

What are you doing in your school to recognize BWAD?

 

Works Cited

American Association of School Librarians (AASL). “Banned Websites Awareness Day.” ALA.org. http://www.ala.org/aasl/advocacy/bwad. Accessed 21 Sept. 2016.

American Association of School Librarians. “Banned Websites Awareness Day Background.” ALA.org. http://www.ala.org/aasl/advocacy/bwad/background. Accessed 21 Sept. 2016.

Federal Communications Commission. “Children’s Internet Protection Act.” FCC.org. https://www.fcc.gov/consumers/guides/childrens-internet-protection-act. Accessed 21 Sept. 2016.

Image courtesy of AASL

TASL Talks

TASL_color_borderA number of state-level school librarian associations host blogs to share information with their membership and to promote the work of their members. The Texas Association of School Librarians (TASL) publishes such a blog and pushes it out to members and prospective members via a statewide distribution list as well as through social media channels.

TASL Talks: Legislative and Advocacy for YOU is managed by the TxASL Legislative and Advocacy Committee with “the goal of forwarding to TASL membership and school librarians across Texas useful information about school library advocacy.”

Three members of the committee, Dorcas Hand (@handdtx), Becky Calzada (@becalzada), and Susi Grissom (@SusiGrissom), facilitate the blog. In addition to their own posts, they invite and support other TASL members in posting to the blog.

Last week’s post was by Amy Marquez (@Amy_DZ1), school librarian at Marcia R. Garza Elementary in Pharr-San Juan-Alamo Independent School District in San Juan, Texas. Amy shared how a “living history museum” project responded to a request from her principal and met the needs of students. When Amy’s principal mentioned the idea of 3rd through 5th-grade students dressing up as historical figures for Halloween, Amy expanded on this idea to include students conducting research using an online database. Amy accomplished the “living history museum” project in a 30-minute per week fixed-schedule environment.

Crowdsourcing a blog is one way to ensure that fresh ideas are shared and new voices are heard. Bravo to the TASL Talks: Legislative and Advocacy for YOU leadership for making this resource effective and a constant source of professional development for TASL members and others.

TASL logo used with permission

School Library Blogs

This month, the Building a Culture of Collaboration (BACC) co-bloggers are sharing information about school library and librarian blogs. Each of us will spotlight various blogs and bloggers and share why we think these sites are useful resources for school librarians.

Edublog-Awards-1mb7e9dEach year, Edublogs-hosted blogs in various categories are nominated for the “eddies.” (Note: BACC is hosted by Edublogs.) “The purpose of the Edublog awards is to promote and demonstrate the educational values of these social media. The best aspects include that it creates a fabulous resource for educators to use for ideas on how social media is used in different contexts, with a range of different learners. It introduces us all to new sites that we might not have found if not for the awards process.”

Congratulations to Katie Dolan and Kathy Counterman, two Texas school librarians, whose sites earned #15eddies in the “best library blog” category.

Katie Dolan is the school librarian at James Randolph Elementary (JRE) School library in the Katie Independent School District. Katie and her library program earned the top award for the best library blog. Edna Mae Fielder Elementary School Librarian Kathy Counterman, also from Katy ISD, earned the third-place best library blog award.

School librarians use their library blogs for many purposes, including promoting books, reading, and literacy events, publishing student work as well as educators’ lessons, and interacting with students, classroom teachers, administrators, parents, and the community at-large. School librarians can analyze the content of these two bloggers’ sites to get ideas to implement in their own teaching, to lively up their own library blogs, or to get ideas for starting a school library blog in 2016.

#15eddies graphic used with permission

The School Librarian’s Digital Tool Box

School Librarians sitting at tables working on their computers

Hello Everyone! I am glad to be back on the blog. I’d like to thank my amazing colleague, Dr. Stephanie Jones, for blogging while I was visiting school libraries in Northwest Brazil. I look forward to sharing more about that experience with you all at a later date.

Like Judi, Stephanie and I also presented a half-day workshop at this year’s AASL 2015 Conference: Three Must-Have Tools for the School Librarian’s Digital Leadership Toolbox. Also like Judi, I too firmly believe in the importance of the school librarian’s role as instructional partner. As instructional partners, school librarians are responsible for becoming familiar with a broader amount of curriculum – not just the content itself, but how this content is taught vertically throughout the different grade levels. Any school librarian will tell you that this is a humongous undertaking!

It is important that we harness tools that help us to keep abreast of resources that can help improve our instructional partnering capabilities. This is what “smooshing” together Weebly, Twitter and Rebelmouse is all about. Combined, these tools help school librarians create a visually organized and categorized collection of instructional materials, feeds, professional development opportunities, community groups etc. and etc.

The best part is that these tools provide tangible evidence of a school librarian’s instructional planning process – a necessary step in explaining and advocating for this vital role to administrators, classroom teachers, students and parents.

Please visit the Hackpad of Resources we created to learn more! Simply x-out of the login box. There is no need to set up an account to explore the links we shared.

 

Celebrating Literacy-Globally and Locally

The walls of the OrchardDSCN0706 School Library Media Center faded away last week as young learners from South Burlington, Vermont met with friends in several elementary schools across the country via Skype and Google Hangout. As participants in the Global Read Aloud project, readers throughout the United States and beyond read and discuss books both synchronously and asynchronously for six weeks beginning in October. Educators who jump into the Global Read Aloud are encouraged to find creative ways to incorporate the joys of shared reading both locally and globally.

Through the GRA website and wiki, teachers and librarians can collaborate with each other and their classrooms through Twitter, Edmodo, Skype, Kidblog, and other social media sites. The project began in 2010 with a Wisconsin educator, Pernille Ripp, who envisioned a read aloud that would connect kids and books beyond the classroom. The program has grown exponentially, from 150 in 2010 to over 300,000 student participants from over 60 countries in 2014.  The GRA 2015 has kicked off with four middle grade titles for discussion this year, and an author study for the picture book crowd.

GRA in Action at Orchard

At Orchard School, the library media specialist, Donna Sullivan-Macdonald also wears the tech integrationist hat, and the school library program is an active hub of learning and literacy that connects the school to the world beyond. The Global Read Aloud Project is high on Donna’s list of real world connections.  She has participated in the GRA since 2011 with one class of fifth graders, and this year the project includes all twenty classes, kindergarten through fifth grade. Each class is paired with a class in another state, and the students have had fun getting to know one another through Mystery Skypes, Google Hangouts, sharing Padlets, writing and responding to blog posts, tweeting, taking surveys, and exchanging emails. To get a flavor of how the connections work, Donna tells about using the 2015 GRA with some of her students:

“For the Amy Krause Rosenthal picture book author study, kindergarten and first graders heard the first book in the project, Chopsticks, and then learned to use the tool. We’re now creating a shared book of pictures of students eating with chopsticks with some new friends in the state of Georgia.”

When I visited last week, Donna read another book by Rosenthal, It’s Not Fair, to a class of second graders, and explored concepts about fairness and taking turns by arranging for two activities for the class.  The object was to make sure that all had equal time for the activities. Fifteen minutes before the end of the class time, the students got together via Hangout with their buddy class in Indiana to discuss the book and ideas about fairness.  It was amazing to see the Orchard students actually having an interactive discussion with kids miles and miles away.

DSCN0732

Local Connections

Connecting reading to the world is not limited to just the Global Read Aloud at Orchard School.  Another ongoing project is a Food Drive that has been inspired by Katherine Applegate’s newest book, Crenshaw. The author of The One and Only Ivan has provided much food for thought for her reading fans. The topic of homelessness is sensitively addressed, and readers can make connections with real world problems and can learn to make a difference.  The publisher has launched a program #crenshawfooddrive that invites independent bookstores to raise awareness about childhood hunger based on ideas from Applegate’s book.  Crenshaw is imaginary. Childhood hunger isn’t. Help us feed families in need. http://www.mackidsbooks.com/crenshaw/fooddrive.html

In August, Donna contacted Phoenix Books in Burlington and suggested that they could work as partners to contribute to the food drive for the Chittenden Emergency Food Shelf.

Donna explains how Crenshaw sparked a study of childhood hunger at Orchard School:

“The fifth grade teachers read Crenshaw as their first read aloud this school year. In the library, we researched childhood hunger and presented this information on posters, created in both in the makerspace and on the computer. Students also created a slide show on childhood hunger and ran a whole school morning meeting introducing the food drive to the school. There were speakers from both Phoenix Books and the Chittenden Food Shelf. No teachers spoke. It was student driven. Heading into the final week, we’re at 819 items donated!

Back to Crenshaw, many 2nd through 4th grade teachers have since read the book to their classes. I have used Amy Krouse Rosenthal’s message about random acts of kindness in my discussions with K-3 students who are reading her books.

On Friday, after reporting final totals to the school at morning meeting, one fifth grade class will load all of our donations on a bus and we’ll head to the food shelf for a tour and a weighing of all the donated food.

It’s heartwarming to witness the kindness and empathy shown by  young children through participation in this project.

Although not formally a part of GRA, the food drive has fit in nicely.”DSCN0699

For Donna, and the many other talented teacher librarians and educators in our schools, celebrating literacy is an everyday joy that is embedded within the fabric of a culture of collaboration that makes a school a vibrant and caring place for our students and our colleagues.

Thank you Donna for sharing your enthusiasm and energy, and thank you to your students who are making a difference locally and globally!

Resources:

Applegate, Katherine. Crenshaw. New York: Harpercollins, 2015.

Kaplan, Judith. “Donna Sullivan-Macdonald.“ Personal Interview and email correspondence. 20 Oct. 2015.

Twitter: http://twitter.com/dsmacdonald

LinkedIn: http://www.linkedin.com/pub/donna-macdonald/35/723/416

Orchard School Library Media Center, 2 Baldwin Ave. So. Burlington, VT 05403 Web. Oct. 25, 2015.<http://library.sbsd.orchard.schoolfusion.us/modules/groups/integrated_home.phtml?gid=771938>.

Ripp, Pernille. “Home.” GlobalReadAloud. Wikispaces, 2015. Web. 26 Oct. 2015. <http://globalreadaloud.wikispaces.com/>.

 Images:  Judy Kaplan Collection

October Connections…

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Segueing from Melissa’s recent post about tips for becoming a connected teacher librarian, I have a few examples of collaboration that demonstrate a shift from the individual (library) classroom to the global stage.  This shift is possible due to the willingness for educators to share best practices for effective teaching and learning through social media, as we have continued to highlight in this blog.

According to Tom Whitby, in a post on Edutopia in early October 2014, connectedness begins with collaboration. “The idea of collaboration requires a mindset of believing there is room to learn and grow. It is also a belief that we are smarter collectively than individually.”  Technology has made collaboration much easier than in the past, and “a teacher who benefits from collaboration tends to appreciate its effect, and will use it in his or her own methodology.”

One of the core beliefs that Whitby uses to describe the connected educator, really resonates with me.  “A relevant educator is willing to explore, question, elaborate, and advance ideas through connections with other educators.”  Every day, when I check my Twitter, Feedly, or Google+ feeds, I am amazed at the exchange of ideas in the global and local school library network.  It is like a fire hose, so I have to sort through and choose that which I need, and save others for future reference in my Diigo files-with just a click of the mouse, or a tap on the smartphone or tablet.

Here are just a few of the many “relevant” opportunities to explore, question,and elaborate ideas that I have appreciated in October through my social media/real world:

  • Connected Librarian Day, October 7: Hosted by the Library 2.0 website, an international gathering of librarians, educators, and library supporters took place in a virtual environment.  If you did not have time to tune in, not to fear, recordings of all the sessions are available, along with links to other resources.  Many speakers are shining stars in the school library field, so have a listen, learn, and leave a comment.
  • AASL Fall Forum Oct. 17-18:  School Librarians in the Anywhere, Anytime Landscape. To get an idea of how ideas were explored, take a look at the AASL Blog and the SLM Blog for several posts from different points of view.  It was an ambitious task to collaborate via teleconferencing between sites around the United States. Lots of great reviews for Best Websites 2014. Read the blogs and follow the links to see some of the unique ways ideas were shared, both face to face and virtually.  Twitter Hashtag #aasl14.
  • Buffy Hamilton, The Unquiet Librarian, has been sharing her collaborative journey with a co-teacher in her blog.   Throughout the month of October, she has been posting the step by step lessons that she and her colleague are using with high school students to introduce them to the inquiry and research process. Photos, videos, and sample strategies for self selecting and narrowing topics are explored. Buffy’s honest reflection of the successes and challenges of  each day’s tasks are well developed and we can all learn from their collaborative expertise.  Each time she posts, I am excited to see what happens next-sort of like being a fly on the wall!

I know that there have been many other events that get the brain juices flowing in October, and I’d like to hear from you about an event or a learning opportunity that you have enjoyed recently-in any dimension.  How about sharing some ideas here?  Leave a comment, I‘d love to learn more!

Resources:

AASL Fall Forum, American Library Association, Oct 17, 2014.  (Website) http://www.ala.org/aasl/conferences/fall-forum (Accessed Oct. 27, 2014)

“Best Websites for Teaching & Learning 2014.” American Association of School Librarians. (Website) http://www.ala.org/aasl/standards-guidelines/best-websites/2014#media (Accessed Oct. 27, 2014)

Brennan, Lindsay. “AASL Fall Forum-First-time Attendee Reports,” AASL Blog. (Web log) October 17, 2014.  http://www.aasl.ala.org/aaslblog/?p=5114 (Accessed Oct. 27, 2014)

“Connected Librarian Day, Oct. 7, 2014.” Library 2.0 (Website) http://www.library20.com/page/connected-librarian-day (Accessed Oct. 27, 2014)

Diaz, Shelley. Scenes and Resources From the Summit,” School Library Journal. (Website) http://www.slj.com/2014/10/resources/scenes-and-resources-from-the-summit-slj-summit-2014/  (Accessed Oct. 27, 2014)

Hamilton, Buffy. “Inquiring with Students: What Do or Can ‘Good’ Research Projects Look Like?” Unquiet Librarian. (Weblog) Sept. 29, 2014. http://theunquietlibrarian.wordpress.com/2014/09/29/inquiring-with-students-what-do-or-can-good-research-projects-look-like/ (Accessed Oct. 27, 2014)

Morris, Rebecca. “AASL Fall Forum,” School Library Monthly Blog. (Web log) Oct. 18, 2014. http://blog.schoollibrarymedia.com/index.php/2014/10/18/aasl-fall-forum/ (Accessed Oct. 27, 2014)

“SLJ Leadership Summit Fire it Up: Sparking Creativity and Motivating Students, Oct. 25 & 26,  2014.“ School Library Journal. (Website)  http://www.slj.com/leadership-summit/ (Accessed Oct. 27, 2014)

Valenza, Joyce. “Live From the Summit,” The Neverending Search. (Web log) Oct. 25, 2014. http://blogs.slj.com/neverendingsearch/2014/10/25/live-from-the-summit/ (Accessed Oct. 27, 2014)

Whitby, Tom.  “The Connected Educator: It Begins with Collaboration,” Edutopia. (Weblog) October 1, 2014. http://www.edutopia.org/blog/connected-educator-begins-with-collaboration-tom-whitby (Accessed Oct. 27, 2014)

Image: Judith Kaplan Collection

Shaking Things Up

So as I was reading Judy’s recent post on assessment I also saw this article pop up on my ScoopIt dashboard- Interactive Assessment for Learning.  This article describes a great idea that focuses on assessing one of the Common Core ELA Standards where students are required to use evidence from text to support their own assertions.

This teacher took a new approach to her teaching to integrate more technology in to her instruction and to her assessment as well. I love to see this type of thinking where this teacher identified a standard that her students struggled with year after year, despite repeated instruction – so she decided it was time to change things up.

As I reflect back on the instruction and assessments my students designed this past semester in my Instructional Role of the School Librarian course I am excited to see the engaging lessons and creative formative and summative assessments they came up with. Additionally their thoughtful reflections on how they could even make it better the next time they taught it was inspiring.

I believe all too often in teaching we settle into the way things have always been done. So as we reach the end of another year I always find it a good time for thinking back on what I have been teaching and to reflect – what’s been working, what hasn’t, and how can I shake things up to benefit our students.

http://www.youtube.com/watch?v=68vm-y1IzYQ