decnswslideshare 151008102226-lva1-app6892
TRANSCRIPT
FACULTY OF EDUCATION CHARLES STURT UNIVERSITY
Pedagogy and School Libraries Judy O’Connell9 October, 2015
Developing Agile Approaches in a Digital Age
flickr photo by clappstar http://flickr.com/photos/clappstar/5759395358 shared under a Creative Commons (BY-NC-ND) license
Developing Agile Approaches in a Digital Age
School
flickr photo by Kay Kim(김기웅) http://flickr.com/photos/kaykim/3883340152 shared under a Creative Commons (BY) license
Change
Challenge
Challenge
"Gutenberg Parenthesis”
or ……Living the dream!
Eisenstadt (a Gutenberg scholar): the book did not take on its own form until 50 years after it was invented by Gutenberg. Printing was originally called "automatic
handwriting." [horseless carriage]
The Web at 25+ Overall verdict:
The internet has been a plus for society and an especially good thing for individual users
http://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/
http://pennystocks.la/internet-in-real-time/
http://pennystocks.la/internet-in-real-time/
Is the “Gutenberg Parenthesis” a foundational concept that can
help us in reconceptualising directions for school libraries?
Trends in knowledge construction and
participatory culture
21c curriculum alignment = digital information ecology
Agile approaches to connected learning
21 C teacher librarian
flickr photo by giulia.forsythe http://flickr.com/photos/gforsythe/10310176123 shared under a Creative Commons (BY-NC-SA) license
not just a discussion
about selfies
Robert Cornelius in 1839, believed to be the world's first selfie. Photograph: Library of Congress
digital footprint
chirp! a plant watering alarm
drone pilot locates missing 82-year-old man after three day search
not just a about our
technology
man accused of murder asked Siri where to hide the body
living replica of Vincent Van Goh’s ear
welcome innovation
embrace change
meet the challenges of our global connected future
Developing Agile Approaches in a Digital Age
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace.
“Information absorption is a cultural and social process of engaging with the constantly changing world around us”. p47
When you stand at the door of your library and look inside, do you see your school
library dream?http://www.flickr.com/photos/planolibrary/3382581338/
What does your library look like, sound like, and feel like - to your school community?
cc licensed ( BY SD ) flickr photo by heyjudegallery: http://flickr.com/photos/heyjude/480675657/
7 Things You Should Know About Makerspaces. (2013, April 1). Retrieved June 8, 2015, from https://net.educause.edu/ir/library/pdf/eli7095.pdf
Awesome effect!
changing their reading
and
information encounters
changing their creative
encounters
In talking about school libraries and the essential paradigm shift that is taking place, Stanley (2011) highlights three areas of influence:
Information fluency — using search engines effectively; evaluating online information; collaborating in virtual environments, and delivering material resources online.
Digital citizenship — understanding responsible and ethical use of information, and maintaining safe online practices.
Digital storytelling — reading, writing and listening to books in many formats; creating, collaborating and sharing in a range of mediums.
Digital influences
Stanley. D.B. (2011). Change has arrived for school libraries, School Library Monthly, 27 (4)4, 45–47.
Media literacynature and role of subliminal media effects
“The entire process is fundamentally rhetorical: it concerns the transformation of an audience”
McLuhan, E., & McLuhan, M. (2011). Theories of communication. Peter Lang.flickr photo by Striking Photography by Bo Insogna http://flickr.com/photos/thelightningman/4888770222 shared under a Creative Commons (BY-NC-ND) license
Digital literacy
“reading and writing in a digital environment, in order to position where the literacy action is taking place
and that it can be authentic, multimodal, far reaching, multi-tool, and code interdependent”
Chase, Z., & Laufenberg, D. (2011). Digital literacies: Embracing the squishiness of digital literacy. Journal of Adolescent & Adult Literacy, 54(7), 535–537
transliteracy is not about learning text literacy and visual literacy and digital literacy in isolation
from one another but about the interaction of these literacies
Transliteracy
Information literacy
“the evolution of Web 2.0 and the revolution of social media and social networking requires a fundamental
shift in how we think about information literacy”
Mackey, T. P., & Jacobson, T. E. (2014). Metaliteracy: reinventing information literacy to empower learners. American Library Association.
comprehensive examination approach to metacognition,
multiple intelligence theory, multi-literacies, multiple literacies,
transliteracy, convergence and multimodal literacy.
Metaliteracy
…..or any other bunch of new literacies - they really matter!
Heuristics for instructional design!
Each of these has a common purpose to break overall cognitive development process into parts that can more easily
structure educational processes and goals, and scaffold learning and individual knowledge development.
Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020.http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/
Evolving Learning Landscape
Current thinking about 21st century skills, and the learning experiences that support their development, are essential starting points for capacity building. A list of the workforce skills presented by Davies, et al (2011, pp. 8-12) include:
• Sense-making • Social intelligence • Novel and adaptive thinking • Cross-cultural competency • Computational thinking
• New-media literacy • Transdisciplinarity • Design mindset • Cognitive load management • Virtual collaboration
http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/
Sustainable learning involves a pedagogic fusion between environments, tools, formats and meta-literacy capabilities.
(Mackey & Jacobson 2011)
Mackey, T P and Jacobson, T E 2011, ‘Reframing information literacy as a metaliteracy’, College & Research Libraries, vol. 72, no. 1, pp. 62–78.
Foundation for young Australians
2015
http://www.fya.org.au/wp-content/uploads/2015/08/fya-future-of-work-report-final-lr.pdf
Trends, challenges and development in technologies that will influence the future of
schools and libraries
NMC Horizon Reports
Using a modified Delphi process, a panel of 50+ education and technology experts identify topics very likely to impact technology planning and decision-
making: six key trends, six significant challenges and six important developments in technology.
Long-Term Impact Trends: next five or more years
• Rethinking how schools work • Shift to deeper learning approaches
Mid-Term Impact Trends: next three to five years• Increasing use of collaborative learning approaches • Shift from students as consumers to students as creators
Short-Term Impact Trends: next one to two years• Increasing use of hybrid/blended learning designs • Rise of STEAM learning (Science, Technology, Engineering, the Arts and Mathematics)
http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/
Key Trends Accelerating K-12 Ed Tech Adoption
unique opportunities for vision and leadership
Implications for Policy, Leadership, or Practice
Solvable Challenges: Those which we both understand and know how to solve • Creating authentic learning opportunities • Integrating technology in Teacher Education
Difficult Challenges: Those we understand but for which solutions are elusive• Personalizing learning • Rethinking the roles of teachers
Wicked Challenges: Those that are complex to even define, much less address• Scaling teaching innovations • Teaching complex thinking
Significant Challenges Impeding K-12 Ed Tech Adoption
Increasing use of collaborative learning approaches
Time to Adoption: One Year or Less • Bring your own device (BYOD) • Makerspaces
Time to Adoption: Two to Three Years• 3D printing • Adaptive learning technologies
Time to Adoption: Four to Five Years• Digital badges • Wearable technology
Important developments
Shift of students as consumers to creators
Long-Term Impact Trends: next five or more years
• Increasing accessibility of research content • Rethinking library spaces
Mid-Term Impact Trends: next three to five years• Evolving nature of scholarly record • Increasing focus on research data management
Short-Term Impact Trends: next one to two years• Increasing value of the user experience • Prioritisation of mobile content delivery
http://www.nmc.org/publication/nmc-horizon-report-2015-library-edition/
Key Trends Accelerating Library Ed Tech Adoption
Implications for Policy, Leadership, or Practice
Solvable Challenges: Those which we both understand and know how to solve • Embedding academic and research libraries in the curriculum • Improving digital literacy
Difficult Challenges: Those we understand but for which solutions are elusive• Competition from alternative avenues of discovery • Rethinking the roles and skills of librarians
Wicked Challenges: Those that are complex to even define, much less address• Embracing the need for radical change • Managing knowledge obsolescence
Significant Challenges Impeding Library Ed Tech Adoption
Evaluating digital services through user experience
Time-to-Adoption: One Year or Less • Makerspaces • Online learning
Time-to-adoption: Two to Three Years• Information vizualisation • Semantic web and linked data
Time-to-adoption: Four to Five Years• Location intelligence • Machine learning
Important developments
Growth of mobile technology and embedded curriculum
What is really at stake?
flickr photo by chrisfurniss http://flickr.com/photos/chrisfurniss/5554098017 shared under a Creative Commons (BY-NC) license
Learning today requires that education is built on all kinds of reading and connected information seeking
creative commons licensed (BY-NC-SA) flickr photo by kassemmounhem: http://flickr.com/photos/122638947@N08/13889171653
Learning today requires apps, devices, information access, data repositories
sharing, networks and communication.
The digital age student who can think critically, learn
through connections, create knowledge and understand concepts should be able to
actively participate in a digitally enhanced society.
creative commons licensed (BY-NC-SA) flickr photo by kassemmounhem: http://flickr.com/photos/122638947@N08/13889171653
The question is.....?
How should you, your library AND technology connect?
cc licensed ( BY NC SA ) flickr photo by fatboyke (Luc): http://flickr.com/photos/fatboyke/2984569992/
More content, streams of data, topic structures, (theoretically) better quality - all of these in online environments require an equivalent shift in our online capabilities.
56
“the first search result is clicked on twice as much as the second, and the second twice as much as the third”. Dan Russell, Google’s usability chief
cc licensed ( BY NC SD ) flickr photo by ecsta=cist: h?p://flickr.com/photos/ecsta=cist/3722475127/
57cc licensed ( BY NC ) flickr photo by Cayusa: h?p://flickr.com/photos/cayusa/1444806159/
..... because your knowledge and my knowledge, based on what search results we are served, may be very different from each other.
Siva Vaidhyanathan in The Googlization of Everything,
Filter bubble!
Rather than simply identifying a useful page, these systems try to pull the information from those pages
that might be what a user is looking for, and to make this immediately apparent.
More informative results?
What’s the story with the yellow blotch?
SearchReSearch bloghttp://searchresearch1.blogspot.com.au/
A blog about search, search skills, teaching search, learning how to search, learning how to use Google effectively, learning how to do research. It also covers a good deal of sensemaking
and information foraging.
For several years people have been fascinated by small, robot-
like figures popping up in city streets and other innocuous places. These figures, now
documented in flickr pools and blog posts from cities arose the
world, can be attributed to Stikman (sometimes searched for and referred to as "stickman"), an
anonymous graffiti artist, sometimes perhaps going by the alias "Bob," who has been putting
these images up since at least 2006.
http://searchresearch1.blogspot.com.au/2013/01/wednesday-search-challenge-11613-whats.html
Search for 'painted yellow man robot'
yielded 'stickman' for a better explanation.
About 3 minutes Reply
Agile approaches to your library environments
Let’s talk about my favourites!
h?p://www.flickr.com/photos/tjt195/501975860/
When your formative years are spent working your fingers through apps and iPads, smartphones and YouTube, the digital world and its habits can bend and shape not just how you access information, but how you
conceptualise information discovery!
h?p://www.flickr.com/photos/tjt195/501975860/
Google Knowledge Graph
When you search, you’re not just looking for a webpage.
You’re looking to get answers, understand or explore.
Google alerts too!
Learn about the latest additions to search so as to get the most out of Google.
http://www.google.com/insidesearch/howsearchworks/thestory/index.html
knowledge encounters
helping students broaden the scope of their information
seeking
What else is really at stake?
learning
information
This is the connected world!
Personal learning environment –
relying on the people we connect
with through social networks and
collaborative tools e.g. Twitter,
Yammer.
Personal learning network –
knowing where or to whom to
connect and find professional
content
[learning] self
Personal web tools – used
for tracking our life and
powering our information
organisation e.g. photos to
Facebook, pictures to Flickr,
photos to Twitter
[learning] self
Microblogging
Social bookmarking and tagging
Collaborative writing
Information management – e.g. Endnote, Easybib, Zotero
Information capture on multiple devices – e.g. Evernote
Library resources or databases all used for information
collection, RSS topic and journal alerts, and compatible
with research organisation tools
Online storage for access across multiple platforms
[information] self
flickr photo by chrisfurniss http://flickr.com/photos/chrisfurniss/5554098017 shared under a Creative Commons (BY-NC) license
How do you get where you want to
go?
it’s ok to start small
The Scout Report is the flagship publication of the Internet Scout Research Group. Published every Friday both on the Web and by email subscription, it provides a fast, convenient way to stay informed.
https://scout.wisc.edu/
http://oztlnet.com/
The OZTL_NET Discussion List is an email-based forum for information professionals working in Australian schools. It is supported by the teacher librarianship academic staff at the School of Information Studies , Charles Sturt University.
Discussion is open to all members of the Australian TL community and any people with a genuine interest in teacher librarianship and/or school libraries.
http://www.smashwords.com/books/view/96705
A crowdsourced collection of over 100 essays from around the world about trends in school libraries written by librarians, teachers, publishers, and library vendors.
I need to search, scan, and select the best resources I can find for my own personal interests, and by making my choices available to others, I create a resource for many besides myself.It’s about knowing, learning,
sharing, and teaching, all in one.
Turn personal interest into a community of interest
The Solution: Infotention Traininghttp://www.rheingold.com/university/mini-courses/
cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/
Gather
Seek Follow
Explore
Cultivating inquisitive mindsets
http://delicious.com/hrheingold/crap_detection
‘crap’ detectioncc licensed flickr photo by selva: http://flickr.com/photos/selva/23816545/
Information labyrinthHoward Rheingold
Nurture strategies for information fluency
Gapminder fact-based world view
http://www.gapminder.org/for-teachers/
http://www.livebinders.com/play/play/245623
Evernote for Educators
Digital librarian
h?p://23mobilethings.net/wpress/
Modelling exemplary use of
social media, search engines,
and collaborative research strategies.
The natural limitations of search has resulted in expansion of choice in information curation.
The traditional social bookmarking sites like diigo, pearltrees, Scoopit, and others enable users to save information. Products like pinterest allow for collection of visual artifacts, allowing users to organize them into infinite categories.
http://www.teachthought.com/featured/how-google-impacts-the-way-students-think/
But recent software has taken this even further, with apps like Learnist, mentormob, and even InstaGrok providing more structure to how information is not only discovered, but sequenced and applied.
Diigo is a social bookmarking site that allows users to collect bookmarks, annotate them and share to groups or lists.
Pinterest is a pinboard-styled social photo sharing website. The service allows users to create and manage theme-based image collections linked out to sites of origin.
Learnist is a social curation and sharing site that integrates with other curation opportunities such as Pinterest, LinkedIn, Google+, Twitter
Livebinders is a great way to creat your own information resources, evidence, documentation, and more. It’s easy and it’s visual and a great opportunity for collaborating, organising and sharing resources.
Scoop.it allows users to create and share their own themed magazines designed around a given topic.
Diigo
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El eu libero cras interdum at eget habitasse elementum est, ipsum purus pede
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Flipboard Magazine
http://theedublogger.com/2013/06/12/flipboard/
Europeana enables people to explore the digital resources of Europe's museums, libraries, archives and audio-visual collections.
http://www.europeana.eu/portal/index.html
Linked Open Data on the Web. The site currently contains metadata on 3.5 million texts, images, videos and sounds.
Global Images
The key goal of The Commons is to share hidden treasures from the world's public photography archives.
https://www.flickr.com/commons
Create resource guidesFeedly is a great RSS feed reader to help you monitor lots of resources quickly. Smore or Tackk works well to create newsletter types of pages where you can add new resources and news. Flipboard Magazines allow you to create collections of articles, links to resources, images, news and more. Users can subscribe and get updates in a variety of ways, depending on the source. Tumblr blog – it’s easy to add notes, photos, links to articles to a tumblr. Your audience can subscribe to update through their own tumblr account, visit it via it’s URL or via an RSS feed Diigo Groups – Bookmark items in Diigo and add items to a diigo group that your audience can subscribe to updates via email or RSS. RSS magic – Anything with an RSS feed gives you lots more options. Readers can subscribe via their own feed reader or email. And you can display updates in a widget on your web/wiki pages.
https://cooltoolsforschool.wordpress.com/thing-22-create-a-resource-guide/
Flickr
Find free images online http://judyoconnell.com/find-free-images-online/
PhotoPin – My first stop for photo searching. Very easy to use and searches a number of sources for CC licensed photos.
CC search – search for images, video and music from one search page. Handy!
Flickr advanced search – Scroll to the botton of the screen and select the Creative Commons setting & “Find content to modify, adapt, or build upon”
Image search tools
• Post photos of school & community events.• Create a school group on Flickr for students & staff to share photos
of events.• Hold a “Day in the Life” event where the community shares photos
representing one day in the life of the school.• Photos to chronicle library/school renovations and keep community
up to date.• Share photos of art work and crafts created by students.• Book spine poetry photos. :)• Scan & post historic photos and ask community to share memories
through the comments feature.• Join other groups or share your own class groups!• Share ideas for library displays, program ideas and more.• Create slide shows that can be embedded on your web page• Create your own favourites collection • Public photo sharing sites like flickr are great resources for Creative
Commons licensed images to use in presentations.
Spell with Flickrhttp://metaatem.net/words/
http://bighugelabs.com/
Creative Commons
Creative Commons licensing allows for reuse of a image (and other intellectual content) under certain conditions. The licensing is easy to understand and having students select how they want to license their own work is a great way to get students thinking about copyright, reuse and
attribution.
Creative commons licenses work as “some
rights reserved rule instead of “all rights
reserved” rule.
Diverse set of license conditions with a range
of freedoms and limitations.
http://creativecommons.org/
Digital content curation and communication
The benefits of content curation is that you don’t
re-invent the wheel - you
share!
Model the future!
Curriculum projects
The focus of the project was to facilitate deeper learning in our students by creating an ‘authentic learning’ experience to strengthen writing and literacy skills across the curriculum. In English, students learned about the literary conventions of forensic fiction in their crime novel, Framed, and how to use them to solve a crime. In Science, students learned about how use a variety of scientific methods including analysing dental records, fragments and fibres, fingerprinting, shoe-printing and DNA samples in order to solve a crime.
Body in the library
Curriculum projectsEach boy received a forensic workbook – containing a range of materials for examination such as crime reports, witness statements and a coroners report. In addition the ‘crime scene’ was taped off, with key evidence on display e.g. fingerprints, the location of the body, and places where DNA was found. Photographic evidence included the injury reports (fake bruising and blood on the victim), video footage of the scene of the crime (staged by students and teachers) and also hard hitting interviews.
Curriculum projects
O’Connell, J. (2011). Body in the Library': A cross-curriculum transliteracy project, in L.Marquardt & D. Oberg (Ed.) Global Perspectives on School Libraries: Projects and Practices, Berlin, New York : De Gruyter Saur.
English curriculum• Study of forensic fiction and different sub -genres of mystery fiction
(this also provided an opportunity for supporting literature displays in the library)
• Study of famous fiction forensic films/novels/characters• Character and plot analysis, including the relationships of clues,
events, and people in solving a crime.Science curriculum• Study of forensic science and the scientific method required (this provided
an opportunity for non-fiction book displays in the library)• Crime scene basics, protocol, techniques, scientific evidence. • Police techniques for investigating a murder. i.e., interviews, ID parade,
CTV security images.
What is really at stake?
• Communication
–sharing thoughts, questions, ideas and solutions
• Curation
–collecting and reflecting on what we encounter
• Collaboration
–working together to reach a goal
–putting talent, expertise and ‘smarts’ to work
• Critical thinking
– looking at problems in a new way
– linking learning across subjects and disciplines
• Creativity
– trying new approaches to get things done
– innovation and invention
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Developing agile approaches .....
http://libraryschool.libguidescms.com/hiddentreasures
Hidden treasures in the global commons
120
The leadership support is out there .....
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pedagogy and school libraries ….. WOW
