Web 2.0 in the Classroom

Technology in the classroom has become a norm in Australian education 2013.  However, it would still be fairly safe to say that there are a number of teachers that are quite unfamiliar with or cautious of, Web 2.0 technologies as a teaching tool. Internet sites, where information tends to stay fairly static, have become highly acceptable by teachers for students to source information for assignments. If this is all teachers allow their students to use their computers for, when there are so many other rich resources available in the form of Web 2.0 technologies, then they are robbing their students of some rich sources of collaborative learning.

Web 2.0 technologies are far from static.  Rather, the sites are constantly changing with the addition of new information that can be posted onto the sites. Web 2.0 technologies have given voice to the public and opened a gate to the power of many minds commenting, brainstorming, sharing wisdom and collaborating. Blogging has allowed anyone to put their thoughts into the public arena for the world to comment, as have You Tube, Facebook, Twitter and many other social media sites. A teenager with access to a computer and the internet can become famous very quickly, such as was the case with teen singer, Justin Beiber (Widdicombe, L, 2012).

According to Steve Hargadon, social learning consultant of "Elluminate", teachers and parents can have negative feelings towards these technologies that have resulted from young people using it as a medium for gossip and bullying. There is no denying that Web 2.0 can open a door for cyber-bullying. I do not believe that this is justification for not using it in the classroom and believe that educators cannot afford to have an attitude of dogged scepticism with regard to the social media and its potential in education.  Kevin Kelly (2009) states that, "We announce our identity by what stuff we use or refuse", so it is important that educators are not identified as those who refuse our students access to technologies that can enhance their learning because of their personal fears and lock their classrooms into outdated teaching methods.

Personally, I have seen the power of using the educational program, Edmodo in my classrooms.  Through setting up groups for my classes, the students have been able to access information that I have loaded onto the sites, comment on their thoughts about these, put up comments to ask for help in assignments and had other students respond. Since the groups that I have set up have the safety net of me being able to read everything that is put onto the site, it has been kept for schoolwork only.  I have seen a growing collaboration in the classes where information is being shared by students with each other. As a teacher, I have been excited by these learning communities that are growing with my students and am hoping to try more Web 2.0 technologies in the classroom setting.  A classroom blog is on its way!


References:
Hargadon, Steve (n.d.) Educational Networking: the important role Web 2.0 will play in Education, Retrieved 31-03-13 http://audio.edtechlive.com/lc/EducationalSocialNetworkingWhitepaper.pdf
Kelly, Kevin (2009) Ethnic Technology, Retrieved 30-03-13 http://www.kk.org/thetechnium/archives/2009/03/ethnic_technolo.php
Widdicombe, Lizzie (2012) "Teen Titan", The New Yorker Sept. 3, 2012, Retrieved 31-03-13 http://www.newyorker.com/reporting/2012/09/03/120903fa_fact_widdicombe

A New Course - Social Networking for Information Professionals

I sometimes reflect back about twenty years ago and remember the time when our definition of social networking was hanging out with friends and family at our place or theirs and, of course, the telephone that commanded pride of place in the family room.  Here we would patiently wait for our turn to phone while listening to a one-sided conversation from the family member that managed to get to there before us.  How times have quickly changed!

Today, the population have generally embraced the "digital revolution" and a more typical family scene might involved the various members on computers, tablets, and touch-screen phones, merrily communicating with friends without a word being spoken.  The family has entered the world of social networking.

Social networking can be used for communicating with or simply checking up on the latest news in the lives of our friends and family.  We can add our pearls of wisdom on life for all the world to see, post photographs of our travels or the newest family members, share the latest books we have read and what we thought of them, ask for help in moving house or advice on a good restaurant. The possibilities are truly endless.

Additionally, we can embrace our professional practice through social media via Twitter, sharing the latest apps we like, blogs we have read or news articles that are relevant.  Our students can email us or use Edmodo to find out what assignments require and when they are due, communicate with each other and their teacher, share learning information, ask questions and summit assignments.

In a nutshell, social media is all about COMMUNICATION.  It is at our fingertips, 24 hours a day.  We can use it or abuse it, but it is here to stay and who knows where it will take us in another twenty years?

SOCIAL MEDIA I PRESENTLY USE:

Facebook
Twitter
Good Reads
Instagram
Edmodo

INFO 506:

I have enrolled in this course to find out more ways or more effective ways to use social media in the context of school.  More particularly, I hope to discover ways in which social media can be used effectively as part of our school library services.

The Journey

James Herring (2007, Chapter 2, paragraph 2) states, “School libraries do not exist in a vacuum”, yet experience tells me that many school libraries operate precisely that way.  Prior to enrolling in this course, I was of the opinion that a teacher-librarian’s primary mandate was to foster a love of reading in children.  Professional contact with other teachers consisted of discussing with them, any upcoming units of work so that library resources could be evaluated for adequacy and attempt to fill in gaps. 

However, descriptions of teacher-librarian and classroom teacher collaboration that included co-planning, co-teaching, and co-assessing (Montiel-Overall, P., 2005) opened up possibilities I had not considered. Fullan (1999, p. 38) has added fuel to this new burning fire within me by stating, “…the true value of collaborative cultures is that they simultaneously encourage passion and provide emotional support as people work through the roller coaster of change”.  I can now say that I believe this collaboration to be a “fundamental professional responsibility” (Immroth, B. & Lukenbill, W.B., 2007) and when given the chance to operate in the capacity of teacher-librarian again, I will be endeavouring to establish this culture within the school.  Most probably, this will not be an easy task according to comments posted on the Forum that state that the “faculty mentality” is still very strong in many schools.  Realistically, change is generally slow, but it is important to not give up (Toor,R. & Weisburg, H.K., 2011).

Essential to collaborative teaching is a thorough understanding of information literacy.  Whatever teaching model is preferred to implement this, whether it be the Big 6 by Eisenberg and Berkowitz (Hughes, S., 2003), the 8 W’s (Lamb, A., Smith, N. & Johnson, L., 1997), Carol Kuhlthau’s ISP (1993), or James Herring’s PLUS model (1996), there is one thing that is crucial to success.  One model needs to be chosen by the school and the teacher-librarian and every teacher in the school needs to use the same model (Lee, E.A., 2005).  Prior to studying this subject, I am sorry to say that I had never heard of these models.  Now that I am aware of them, I feel empowered to bring more to the role than I would have thought I could. Teacher-librarians need to take a leading role in seeing this implemented – after all, they are the ones that have contact with all the teachers and their students in the school and have the capacity to bring cohesiveness (Frazier, D., 2010).

The role of teacher-librarian is multi-faceted (Herring, 2007). They need to be an information specialist, a leader, a teacher of students and teachers, one who can create a practical, appealing learning space, and able to choose wisely needed resources within a set budget (Purcell, 2010; Hay, L. & Todd, R.J., 2010; Kennedy, 2006).  In addition, he/she needs to possess the character traits of perseverance, passion and enthusiasm in order to be embraced   into the culture of the school (Toor, R. & Weisburg, H.K., 2011).  Another vital role that needs to be included is that of networker.

At the outset of the course I was dubious as to the value of the Forum.  I have changed my thinking dramatically regarding this during the course.  The forum is a way of sharing not only information and opinions, but opens up a community of people travelling a similar path. Once I am in a teacher-librarian position, I will quickly be signing onto professional forums as a way of keeping up to date of current issues, trends and information. 

This semester has been an interesting journey.  If the journey could be drawn on a continuum from one to ten, I would have considered my starting point to be somewhere around three.  Now, I would say it was not far above zero!  As for my progress, I believe now that I would be barely reaching two.  Am I worried?  Most emphatically, no!  I now realise just how much the job description for teacher-librarian can entail.  It is exciting, as learning opens new horizons, not only for myself but for all I have the privilege of working with.   “To practice a discipline is to be a lifelong learner…The more you learn the more acutely aware you become of your ignorance” (Senge, P.M., 2007).

REFERENCES

Frazier, D. (2010). School library media collaborations: benefits and barriers. Library Media Connection, November/December 2010, Vol.29, Issue 3.

Hay, L. & Todd, R.J., (2010). School libraries 21C: the conversation begins.  SCAN. Vol.29, Issue 1.

Herring, J. (1996). Teaching information skills in schools. London: Library Association Publishing.

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information (pp. 27-42). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.

Herring, J. (2007). The end of the teacher librarian.  Teacher Librarian. Vol. 33, Issue 1, pp.26-29.

Hughes, S. (2003). The big 6 as a strategy for student research. School Libraries in Canada, Vol. 22, No. 4, pp. 28-29.

Immroth, B. & Lukenbill, W.B. (2007). Promoting information literacy & teacher-librarian collaboration through social marketing strategies: a human information behavior study. Texas Library Journal, Summer 2007. Retrieved April 30, 2011 from EBSCO host http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?sid=df187673-4710-4220-be71-cabdf882e161%40sessionmgr10&vid=5&hid=18

Kennedy, J. (2006). Collection management: a concise introduction (Revised edition). Wagga Wagga: Centre for Information Studies, Charles Sturt University.

Kuhlthau, C.C. (1993). Seeking meaning: a process approach to library and information services. Norwood, NJ : Ablex Publishing Corp., pp. 45-51.  Retrieved April 22^nd, 2011 from www.library.humboldt.edu/general_competency/kuhlthau.html 

Lee, E.A. (2005). Teaching reading strategies to build information literacy. In R. Doiron & M. Asselin (Ed.) Literacy libraries and learning (pp. 65-80). Markham, Canada: Stenhouse Publishers.

Montiel-Overall, P. (2005). Toward a theory of collaboration for teachers and librarians. Retrieved May 2^nd, 2011 from http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume82005/theory.cfm

Purcell, M (2010).  All librarians do is check out books, right? A look at the roles of a school library media specialist.  Library Media Connection, Vol.29, Issue 3.  Retrieved march 5, 2011 from EBSCO host http://exproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=55822153&site=ehost-live

Senge, P.M. (2007).  Give me a lever long enough…and single-handed I can move the world. In Jossey-Bass Reader on educational leadership (Second ed.) San Francisco, CA : John Wiley & Sons, Inc.

Toor, R. & Weisburg, H.K. (2011). Being indispensable: a school librarian’s guide to becoming an invaluable leader. Chicago: American Library Association.

Teacher-Librarian and Classroom Teacher Collaboration

Once again I have found myself in the situation of thinking that I knew about a subject, only to have my thinking radically challenged!  It was reading this statement that caused a change in my understanding:

" When teachers and library media specialists work together to identify what students need to know about accessing, evaluation, interpreting, and applying information; when they plan how and where these skills will be taught and how they relate to content area learning; when they co-teach so students learn the skills at a time when they need them; and when they assess the students' process as they work with information as well as the end product, they have truly collaborated" (Montiel-Overall, 2005).

Wow!

How About a New Information Literacy Skills Model?

Who would have believed how many Information Literacy Skills Models exist? The choices are overwhelming!  Should I use "The Seven Pillars" or the "The 8 W's" or "The Big 6" or perhaps the "Super 3"? Then, I could also look at the four step PLUS Model or the ten step Stripling and Pitts Research Process Model, or if none of those suit there is still a plethora of others from which I could choose.  But why stop there when I could invent my own, based on my own name?  HERE IT IS:

C - Choose your topic

H - Hunt down your information

A - Arrange the information to suit your purpose

R - Round up the information and write a report

M - Mark your work honestly (or give it to the teacher to bring down the verdict).

I somehow doubt that the CHARM Method will bring me any recognition, but it was fun to write.  Guess I'd better get serious and investigate the methods that actually have some credence.

Concrete evidence to support a positive verdict

School libraries are great places for children to come and find a book to read, do a bit of research on the upcoming assignment or find a peaceful place when the world seems too noisy or complicated.  Hmmmm.... Well, all of the above is true, but there will be no way the school library will continue to operate if those are its prime purposes.

The modern school library is a place of active learning and with schooling becoming more and more based on inquiry-based and project-based learning, the school library needs to be a hub where this style of learning can take place.  It should not only provide the computers with reliable data-bases, books and magazines that are up to date, but it needs a teacher-librarian that can help both students and teachers to navigate new styles of learning.  It also needs a school principal that is fully on board and committed to letting the school library become all it can be.

How does this happen - EVIDENCE.  In many schools, the jury is still out on whether a school library is even necessary, which leaves the teacher-librarian feeling totally unappreciated.  Sitting down and feeling sorry for oneself is hardly the answer.  It is time to equip with evidence in the form of research already done and start gathering evidence of what is being done in the local school.  Start student and teacher surveys, make sure you collaborate with teachers on certain units of work and get positive testimonial remarks recorded. Compile firm figures on library usage and run promotions to increase this.  It's time to get active and convince the jury that the library is not an antiquated icon, but rather a vibrant, exciting, relevant and totally necessary part of today's schools!

Mike Eisenberg Vodcast #4—The Role of the Teacher-Librarian and the Scho...