Sharing what we learn...

Tuesday, June 4, 2024

Something I think...

Monday, May 6, 2024

Relive the past - No, reinvent today for tomorrow.

Seventeen years ago, when I arrived at Ephrata, the library program was recognized as the best in the state. It remains a passion of mine to return the program to that level of impact and performance.

I imagine a program designed to systematically offer a centralized, sequential series of fundamental (core/base) skill sets related to the 4Cs and executive functions that reach each child at a point of need.

What we do now is "not wrong", but it could be better, but there must be a commitment to reconstruct it anew.

More later.

Because the WHY is important - Let's figure out HOW

This post will be filled with items that hung on the wall above my desk. I often posted these as thought stepping stones, adding pieces to a larger puzzle meant to take shape over time.

LIBRARY INSTRUCTION - IMPACT (Written June 2019)

Systematic instructional development
Integration of learning (Curricular, Library)
Learning THROUGH - Assess and reflect within CONTEXT

A curriculum of PROCESS (and Product) - Supporting MASTERY of any content

It can be (and should be) PERSONALIZED in PRACTICE

-I Think

- I Create

- I Communicate

- I Collaborate

The curriculum is designed to teach a foundation of skill sets. Some aspects could be offered as stand-alone modules, but the program's true strength would be to embed the skills within coursework over time. These repeat applications under new and evolving circumstances allow students to internalize their thinking and their use.

At the minimum, all students have a shared foundational skill set. Students coming into classrooms would/should have a baseline from which to grow. Content teachers can refine, extend, and customize expectations based on their activities and projects.

I envision a centralized portal (sequence) for skill sets to be introduced or refined throughout a student's educational experience.

Or better yet, think inside the curriculum? Yes, we do want them to think.

Wednesday, December 13, 2023

In the meantime, I came across the (edWeb) edFocus newsletter featuring a report from Project Tomorrow.

Three things jumped out at me on a quick read...

First, related to research:

My reaction: Because access to information has shifted predominately online, deciphering where and how to search and discern what to select is even more imperative. I wholeheartedly believe students benefit from the support of a librarian acting as a guide to help them understand the process of research.

This guidance includes teaching the skills necessary to make choices about which results are best for their needs and teaching the ethics of giving credit for the information they use.

It is equally imperative to teach them to recognize the metacognitive processes that align with problem-solving so that as their expectations and interests grow over time, so will their need to consider ways to approach challenges. This is best taught in context over an educational career.

Second, is related to the student's perspective on efficiency (Project, pg 7):

Developing agency and self-efficacy for learning on their own involves a different type of guidance and mentorship. This type of learning environment needs to be carefully crafted not only to meet the needs of students but also to guide them toward competencies related to the subject matter. Again, structure and skill sets can and should be customized to fit the student as they pursue educational interests and expectations. What I think can be prohibitive is the system itself. Does the system stymy

And finally, this post related to the student's perception of future skills:

Again, I would argue that students would benefit from an environment where support and structure exist in a way that guides the students through their educational experiences but also provides a foundation that addresses and focuses on these skills.

We assume all students can "do" these things, but for each skill listed above, students come with various degrees of competency. Each student can and should grow with these skill sets, but customizing through conferencing will guide them as they apply these skills within the context of the process and product.

Providing the opportunity to practice and apply these skill sets within a library program as it cycles throughout a student's educational career is a perfect avenue to provide structure for baseline exposure and growth. The cyclic nature of the program also supports students by allowing multiple opportunities to conference with a teacher librarian over time.

It's been a long time!

Since I am entering the twilight of my career, at least under these professional circumstances, I decided now is the time to document my ideas and beliefs regarding the impact strong library programs can and should have.

I have always felt strongly that a well-conceived library program is integral to preparing students for their future endeavors.

The entry below is a copy of a graduate course assignment to earn instructional certification for online learning. It was written way back in January of 2015.

I expect this to be a good baseline for future posts. The content may be a bit quaint as related to emerging technology applications, but the essence is still exceptionally relevant.

So what does this have to do with now? Everything, I suspect.

As I did in 2015 (and before), I still contend that Information Literacy skills are life-long, and practical and MUST be applied across all disciplines.

I believe these skills are essential.

I believe these skills support educational endeavors and personal interests.

I believe these skills translate to fit a myriad of needs.

It's a tall order that requires strategic consideration, placement, support, and application.

The following are snippets of thought related to the above.

We need to design and implement a curriculum designed to teach a foundation of skills related to the 4Cs. At times, these skills can be taught as a stand-alone application but are often best taught across the scope of multiple, common-sense, strategic intersections embedded throughout a student's educational career at a point of need.

We need a program designed to systematically offer a series of fundamental, core, baseline skills that reach each child at an opportune point of need across multiple grade levels and multiple projects.

If you consider the library program as an integral portion of the K -12 experience, it is perfectly poised to act as a centralized path that students cycle through for this type of targeted learning. The image below should help to define my thoughts.

Sunday, August 2, 2020

SLF_DraftCompetencies_InstructionalSequence_LearningProgressions_Winter2020

Teaching process skills while proposing solutions to local issues - Spotted Lanternfly

Following are a series of five NearPod lessons that encompass teaching students to recognize and apply a series of process skills while they research and propose solutions to local issues related to the Spotted Lanternfly.

It's a work in progress. As with all teaching and learning experiences, adaptations are made to best fit the circumstances related to individual students and teams within their classrooms. We discovered this past Spring, adaptations were necessary to bring opportunities full circle.