Something I think...

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. 

 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.

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.

Day One - 

https://share.nearpod.com/vsph/kUKG15MmNu

Day Two - 

https://share.nearpod.com/vsph/NOL2xnY0Mu

Day Three - 

https://share.nearpod.com/vsph/olEI4BO0Lu

Day Four - 

https://share.nearpod.com/vsph/05Jvb8WhNu

Day 5

https://share.nearpod.com/vsph/LhGrZOHBNu

What is the life cycle of a Spotted Lanternfly

What do Spotted Lanternflies eat?

What do you do if you have any Spotted Lanternfly eggs or nymphs in your yard?

How do you report a Spotted Lanternfly sighting?

Why should we care about the Spotted Lanternfly in our community? What can I do?

An interesting suggestion for how to protect trees...
Click here

Superb Notes - To the point!

https://tinyurl.com/y7whx35x

Another round of exceptional student work.

Be sure to check out page 2!

https://tinyurl.com/yctsa5yb




https://tinyurl.com/ybn8dwlk

Action is needed! Fourth Grade Spotted Lanternfly Project

Here is a link to SeeSaw activity asking students to select from a Choice Board to learn about and suggest ways we can all work together to help manage the Spotted Lanternfly.

SeeSaw Activity

https://tinyurl.com/y9rxuoqc

Thanks to a student from Mrs. H's 4th-grade class for sharing her
CALL TO ACTION
to combat the Spotted Lanternfly.

And thanks to another of Mrs. H's students for taking the time to draw the life cycle for us to see.

https://tinyurl.com/y72r8k2u

Today's update is about copyright.  

On its simplest level, we all know you cannot use someone else’s work without giving them credit.  

We practice information ethics in our school work by using NoodleTools, etc...

Here is something to consider.  

Copyright does not protect ideas.  

If it did, nothing new would ever be created, right? 

There are guidelines that protect original work created from an idea, but these guidelines allow for the idea, the work, to be used by others.  

This is called transformative use.  

Transformative uses are those that add something new, with a further purpose or different character, and do not substitute for the original use of the work. Hence, you give credit, but you create something new.

Take for instance this story reported yesterday via NPR.  

It promotes the pop-up show SGN.  

Talk about taking an idea and making it better.  

(HIGHLY RECOMMENDED TO WATCH).

Look for elements of effective communication, journalistic applications, media design, media production, references to American History, composition, performing arts, tongue-in-cheek copyright references AND a whole lot MORE.

A little lesson on sources.  

Why might you choose one source over another, you ask?

For instance:      

What is the difference between Primary and Secondary sources?

·         Primary sources provide a first-hand account of a topic. 

·         Secondary sources provide second-hand information often based on primary source information.

·         Primary sources have advantages in some situations, but both can provide value.

Consider for yourself: 

NYC Front Lines Doctor Explains How Easy It Is to Not Get Infected and Stop the Spread of Covid-19

Who:  Dr. David Price – Weill Cornell Medical Center – New York City

What:  Crucial information on how we can stop the spread

When:  Posted March 24, 2020

Where:  YouTube – 1,056,370 views

Why:  Dr. Price’s direct experience with the virus and people infected for the last 3 months give him great confidence on rules to protect yourself and your family.

So, if you have been following secondary-source updates on COVID-19 and would like to listen to a first-hand perspective, this source definitely puts local, state, and federal decisions into context.

There to here...

The basics of copyright - Creative Commons 2