Reflections


 * Jan 30, 2011**

What do these videos have to do with my roles as a teacher librarian? // The videos are about the changing face of information, digital technologies and the next generation of learners who have grown up with the new technologies. Another implication is the unforseen future and preparing students with skills to meet challenges that do not exist yet or compete for jobs that do not exist now. We as teachers must be able to reach students and transfer information in ways that are convenient and common place for the students. It's probably not a good idea to sit in class and text the lesson to student but a time may be coming where students aren't going to a classroom at all. For now there is a call for more access to digital and online information. We must rethink delivery of lessons as well as how and what students learn. We must also focus on general skills such as critical thinking and information literacy to help students develop in the rapidly changing landscape. //

Who are my patrons? What do they require of me?

My patrons are the students and faculty. They require access to materials and the internet. They also need help learning about the resources even if they don't know it. They need training and education. They need help finding relevant information for projects or goals.


 * Feb 14, 2011**

The readings this week focused on Inquiry Learning and Blooms Taxonomy of thinking skills. One of the fundamental requirements of Inquiry Learning is to make the learning process relevant and useful to students lives. One article mentions action research as a means to achieve some goal, specifically social betterment. To better society or better themselves it can be positive to have students engaged in learning about things that they feel are, and that are beneficial for them to know, understand, be able to evaluate and synthesize. The primary and secondary grades have a responsibility to provide a balanced education meeting certain standards students are expected to know about evolution, American history and other core requirements. One way to reconcile meeting curriculum standards and allowing students to have a say in what they learn is to encourage their curiousity with hands on experiences such as the Zoo example from the reading. Students then dicuss with the teacher how they will approach issues of biology, classification and animals attributes. Many of the facts they will come to know about these animals will likely be irrelevant. It serves as background knowledge for understanding the world and maybe they will become zooligists someday. It is even first steps in cultivating aspirations to be a dolphin trainer or take care of the elephants. Few will use the information about animal behaviour and characteristics to accomplish a goal such as hunting or keeping animals. We can do our best to make it relevant and to allow students freedom to explore the issues their own way. There are places too where the curriculum calls for practical learning on things such as teen issues, health, human biology that will have a direct impact on students lives tomorrow or immediately.
 * Inquiry and Blooms Taxonomy**


 * March 1, 2011**

The Media Collage The article about the media collage touched on a lot of things we covered in this class and others. The new definition of literacy is something we've seen in in the 21st century skills. I have found myself that focusing too much on the tools and form of presentation distracts from the classical aspects of school work and research. There does seem to be less substance (not that I should admit this). This does fall in line with the way people are consuming information as well. People are skipping over long text and looking for more organized and sectioned bits that have just the information they're looking for or are interested in. This is no excuse to skimp on substance. It doesn't need to be long text but the ideas, images and text should have sufficient depth and meaning. I do like the multimedia options for combining text, images, video, and audio in an attempt to create a more interesting product as well as do things not possible with the traditional written paper. Some of the technology can become tedious and time consuming. Becoming familiar with the technology can make it quicker but by then there's a new tool. Thinking of digital technology in terms of literacy and business emphasizes the significance of the digital divide. Home computers may become cheaper and more common place but they also become more in depth and sophisticated adding to greater costs to keep up. Instead of just having a home cpu, you may need mobile access just to remain competitive not only in school but personal and professionally. This could lead to a two tiered society exacerbating restrictions to social mobility.

Digital Storytelling

Example:
 * Class:** Grade 5 English
 * Unit:** Creative Writing/ Elements of Storytelling
 * Project:** Students will form groups and cowrite tales using the elements of story writing. Each member of the group will be responible for creating a scene on kerpoof that tells a part of thier story. Groups will decide on a theme and create story maps. Stories will include a call to adventure, problem solution/ character transformation, and Closure as well as other elements. Students will share their creations on the class website and in their portfolios.
 * Tools:** Students will animate their stories using kerpoof.