Topic 6 : Improving Student's Web Use

My notes from topic 6 module's activities. 

How could you teach this to a Year 7 class???

a)      DEFINING  Concept maps.  Student directed activity: what is a mind map?  Why do you need one?  What should it have in it?  Show students a range of different maps to stimulate ideas.  Ask how do you group ideas on a mind map/distinguish between the different sections.  Students work in groups & share ideas with other groups to come up with an outline that suits their needs.  Relate to a tree/branches. Show students how to use an online tool such as bubbl.us to brainstorm/create concept maps.

b)      QUESTIONING  Ask them why they should ask questions (purpose).  Groups come up with ideas through a mind map.  Share with class to explore reasons.  From "Teaching Students to answer their own questions" : “When you ask the question, you feel like it’s your job to get the answer, and you want to figure it out.”  Use QFT (question formulation technique): See QFT Six Steps  - prompt, produce, improve, prioritize, decide, reflect.

c)      SEARCHING  Developing search strategies. Brainstorm "search strategy"/concept map, reasons for. Other ways: Use Boolify to get students to look at different ways to search, look at how search engine works/different search engines, practice searching/comparing engines using Search Tools for Kids.

d)      SELECTION/EVALUATION  Teaching students to be critical readers/what to look for.  Concept map- benefits of website evaluation, then share ideas.  Using the Web from Education Place-  contains good pointers for students. Kathy Schrock's 5Ws- easy for kids to understand. Credible sources count! - useful for showing the importance of credible sources.  Students could create concept map of different ways to take notes.  Look at positive/negative aspects of each. Use this summarization strategy to develop note taking skills.

e)      REFLECTIVE/EVALUATION Teaching students to be reflective web users.  Include this IN the assignment! Allow students to grade their own and/or another students research process using a rubric.  Base the rubric on Bloom using questions similar to The Reflective Student to develop deeper reflection.

Information Process Models with Potential

So what information process models do I feel have potential for use in my school? I cannot be sure until I actually have the chance to use some because it would really depend on the students and their needs. A few things I am certain of however -

• I do not particularly like the one currently promoted by the DET. I have used that on a short term basis and I think in its current form it's a bit impractical and boring. I think a model needs a catchy name (ie PLUS model or BIG6) and there needs to be some great resources to support it thoughout the whole school.
• Whichever model used needs to include the students' perspectives, acknowledge their feelings and reflection.
• Ideally the model needs to be used throughout the school, in all subjects on a regular basis.
• Research by the TL/teachers is essential to gain knowledge in to how the students are learning and using the model.

Studies on Information Process Models

Part of our essential reading for topic 4 includes two articles about studies on information process models (The Big 6 and PLUS models). When I first started reading I thought why on earth do we need to read about these studies - what valuable information can I get from these readings? It took a bit of thinking but this is what I came up with -

• The studies show there is definite value in using information process models. There is a potential link between information problem-solving models and metacognitive skills (one of the essential skills students must possess in order to be successful in problem-based learning activities).
• Strengthened metacognitive skills can be applied to a variety of learning situations.
• With appropriate support, students can succeed at complex, learner centred, research oriented tasks.
• Using a model can boost students confidence when approaching problem solving tasks.
• Through a collaborative approach this type of metacognitive support can be effectively integrated into the school curriculum.
• Students themselves view scaffolding models as beneficial.
• Learners need to use models many times until it becomes almost second nature and then it should be gradually withdrawn to reduce reliance.
• Models are best used how learners want to use them.
• Models do not need to be used in a linear process.

And most importantly I think the studies show that TLs have much to gain from studying and evaluating how their students use a information process model so that they can understand better how learners learn and how to effectively integrate the information process into the curriculum.

Evidence = Assessment = Advocacy

Evidence = Assessment = Advocacy

(By: Kramer; Diekman. Published in Teacher Librarian, Feb 2010, Vol. 37, p27-9

• Advocacy is about educating stakeholders using the best available evidence and it is an ongoing process.


• The message is about how we prepare students to function in the 21st century.


• The issue of evidence: What difference is made by specific library encounters? TLs need to speak the same language as the teachers and focus on student achievement. TLs need to plan strategically and find out what matters most to teachers and administrators. TLs must learn to gather evidence. It does not need to be formal pre/post tests. It can include KWL charts, an exit slip: "What did you learn today?", a check mark on a clip board.


• The issue of education/assessing the evidence: It is not enought just to collect and document the learning. Reflect and retool lessons to improve student learning. Communicate results to stakeholders. Ask the audience to take some action.


• The issue of advocacy: Advocacy links the evidence gathered with the education of the stakeholders to answer the essential question - How does the school library program affect student achievement? Assessment is an ongoing examination of learning and a shared responsibility with other teachers. Data gathering should occur for nearly every instructional encounter.


• Evidence, assessment, advocacy = always. Speak the same language as other teachers and stakeholders. Collaborate with teachers and build relationships. With evidence TLs can advocate for the school library program. Assessment data needs to be reported regularly - a constant stream of why we are at the centre of teaching and learning.


• The real winners in all this are the students.

My Thoughts If TLs want to ensure survival of their profession and survival of the school library program then they must continually gather evidence (data), assess the evidence, and revise teaching and learning programs to meet the needs of students and improve student achievement. I also think learning how to do this should be an essential part of a TL training program.

Evidence Based Practice

The next part of our studies on the role of the TL looks at accountability, evidence and research. This is important for TL students to look at as it's the way all schools are going in the wake of the current economic climate. If the TL as a species wants to survive, then we have to prove how we make a difference in student learning.
In the next few posts I'm going to jot down some important ideas that I've gained from various articles on EBP.

The Evidence-Based Manifesto - Ross Todd (School Library Journal, April 08)

• Evidence-based school librarianship is an approach that involves examining research-based evidence, school-librarian observed evidence and user-reported evidence. The TL uses this evidence in order to make decisions about programs, resources and services that aid the achievement of a school's mission and goals.


• As the goals usually centre of student achievement and quality teaching and learning, EBP should focus on these as well


• School librarian ship derives its mandate from a diverse body of theoretical and empirical knowledge and active engagement with this knowledge is what enables the profession to continually transform and improve.


• All students can learn through engagement with school libraries.


• The value of a school library can be measured.


• Accountability is an essential component of sustainable development of the school library profession.


• Accountability is a commitment to growth through examining process and practice.


• It involves a move from a "tell me" framework to a "show me" framework.


• It's not about survival of TLs, it's about survival of our students.


• EBP recognises multiple sources, types of evidence and ways of gathering evidence - this develops stronger claims.


• EB school librarianship uses research derived evidence to shape and direct what we do.


• School libraries need to systematically collect evidence.


• There are 3 dimensions to EBP in school libraries: evidence for practice, evidence in practice, evidence of practice.


• TLs need EBP to show why school libraries matter today and how they help students learn.


• EBP validates that QL outcomes can be achieved though the school library and that the school librarian is an important instructional partner.


• EBP means a shift from information inputs to knowledge and skills outputs.


• "Standards For the 21st Century Learner" (AASL) provides a framework for the evidence that should be generated. http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf


• There are challenges of EBP. We need to make it accessible and applicable so it can be integrated into practice.


• Locally generated evidence could be presented as a portfolio.


• EBP is no about scrambling to find additional time. It is about establishing priorities and making choices about the importance of school libraries and learning.
  

My personal thoughts on EBP:

EBP is essential for all TLs.It must be done looking at a variety of evidence types from a variety of sources. TLs must have a good understanding of the school's goals and mission and make sure their EBP follows along the same lines. Gathering evidence must be ongoing - not a one off. It must be about what is best for the students.

The Herring Article

It sounds quite austere, doesn't it - "The Herring Article". For anyone not doing ETL 401, this chapter by James Herring (2007) "Teacher Librarians & The School Library" is from "Libraries In The 21st Century" edited by S. Ferguson. The information provided falls under the headings of:

• The learning and teaching context of school libraries;



• The school library mission;
  


• Standards for school libraries;



• The role of the teacher librarian;



• Information literacy in schools;



• The school library website and school intranet.
  

It's like a set of guidelines for the school teacher librarian. An extremely useful document. Every section I found interesting and packed with valuable information. I particularly liked the section on the school library website and school intranet. With the growing amount of resources available online this is one way the TL can select and group together suitable resources for students who could access them during school or outside school. As a parent and a teacher and a TL-to-be, I love the idea of teachers/faculties have their own webpages. Students would no longer to say they lost their homework/assignment sheet or didn't know when something was due, or couldn't find the info for it. Easy access - I love it!

Another youtube video but by golly, I like this one! It could be used by a TL to educate staff on the importance of information literacy and the importance of the TL role itself. It made me realise how important the role of TLs and the school community in educating students in information literacy and how broad an area this covers. I also felt a sense of urgency that we've let this go too long. Even though schools have begun teaching ICT skills and information literacy, they are still moving too slowly. There is so much more to be done, particularly in the area of enabling students to critically evaluate websites and the information they provide.

Getting Started

As I am about to start reading about the information profession and the history of school libraries, I feel I need to reminisce on what the library was like when I was at school.

I remember my primary school library fondly. It was the early 80s and the library was newly built. There were lots of odd shaped windows and many nooks to settle into for a quiet read. It was new and exciting and our librarian "Mrs Barnhill" was an enthusiastic motherly figure with a soothing voice. I don't remember much about library classes, however.

In my junior highschool library "Mrs Lewin" taught us about using the catalogue to find books and we did some basic research assignments. I remember feeling a bit disappointed that there were not many fiction books but at the time I didn't realise that most students used the library only for research.

I went to boarding school for years 11 and 12 and the library there was more like a classroom with a few books in it. We had to go there during our "frees" and our names were checked off to make sure we were there. Then there was silence - absolutely no talking! I don't recall the librarian helping us find information, and the collection of books was not really adequate. More often than not we would visit the town library to hurriedly scrawl down extra information.

There were no computers then. Even when I was doing my teacher training at uni there were only a few computers. They were used as word processors - for typing up assignments - there was no internet. Things have certainly changed in the twenty or so years since then.