Technology Leader, Websites, and Digital Tools

This week’s module readings were enlightening and quite eye opening. I have learned through observations and questioning my students when they return from the library that my current librarian does not perform any of the roles highlighted in our readings and lecture. To start with, the librarian has never completed any professional development courses at the beginning of the year. While I have seen her incorporate technology into lessons with older students (4th and 5th graders), I have not seen her incorporate technology into third grade lessons. The librarian could be using the SAMR (Eanes Independent School District, n.d.) framework model and decided that her lessons did not meet the needs of the students. Regardless, I have not witnessed any of the expected technological leadership skills from our current librarian.  

After looking at several technology plans from different school districts, I noticed that the focus is on meaning learning by students through specific technology platforms. It was also interesting to see details on age and grade level appropriate activities and expectations. This can be a daunting task for a teacher responsible for multiple ages and grade levels. The websites evaluated gave me great insight into what not to do and what will be nonnegotiable for my future library website. Most of the sites I visited were jammed pack with resources for students, parents, and teachers. One site provided an example of what not to do for my site. While the site was meticulously organized and provided numerous resources, it was a cold site that lacked a human element. There was minimal wording or explanation of any of its resources. The librarian did not introduce or even welcome users to the site, which I feel is an essential element.


The tool I chose to include on my site is KidLit Radio. This tool includes podcast, music, activities, and read alouds for children of all ages. Children can listen to podcasts that include interviews with children’s literature authors and watch book trailers to learn about new books they can read. I am immediately adding this tool to my class app and my Google Classroom, so my students have access to this amazing resource. When I become a librarian, KidLit Radio will be used during class time and be available on my website.


Eanes Independent School District. (n.d.). Educational technology. https://www.eanesisd.net/academics/ed-tech


KidLit TV. (2024, July). KidLit Radio: StoryMakers with Portia Clare – Best friends forever: A puppy’s tale [Audio podcast]. KidLit TV. https://www.kidlit.tv/2024/07/kidlit-radio-storymakers-with-portia-clare-best-friends-forever-a-puppys-tale/

Information Diet

September 14, 2024

What is your information diet?

I am embarrassed to say that my information diet is quite limited due to a finicky palette. Most of my information is gathered from internet searches on Google, Facebook, X, and my husband. I wish I was more like my husband who does his due diligence when it comes to gathering news information. His approach to gathering news is similar to how we find contractors to do a service which is getting three quotes from different companies. Once he reads or hears a hot topic in the news, he goes to different sources to get the real story. Usually by the time any news reaches me, I ask if he has heard about it and he gives me the real scoop. Sometimes he lets me know about all the different versions of the story out there and helps me find the original source. It is very disturbing how news becomes so distorted and bent around the truth to fit the agenda of the news provider. From the beginning of time, people have sensationalized news to make money. Why change now?

As a school librarian, I will need to be more like my husband. I will have to make a point to research news items from different sources before sharing them in the library. Just like it was stated in our lecture that the library is the largest classroom in the school. With this in mind, I have to ensure that I can help not only students but also all of the teachers that I will be collaborating with to present true and verified information. One of the school library websites I evaluated this week had a whole page devoted to how users can spot misinformation and disinformation. It will be my responsibility to show library users the importance of not believing everything they find on the internet. I will also need to stress the importance of not relying solely on one source for news and important information. Much like Chauhan, said, it was quite the task during the pandemic to try and figure out the truth; “Making sense of information became crucial in a tangible and immediate way. It could mean the difference between whether you keep yourself and your loved ones safe and healthy or not” (2022). The pandemic is what opened my eyes to how much news and information can be stretched and twisted to cater to the needs of who presents it. Every citizen has the responsibility to dig deep and be critical of information.

Chauhan, B. (2022, November 17). Demystifying information literacy: From buzzword to usable resource. Smithsonian Libraries and Archives Blog. https://blog.library.si.edu/blog/2022/11/17/demystifying-information-literacy-from-buzzword-to-usable-resource/

Bon Appétit: AASL and ISTE on the Menu

 

September 7, 2024

After reading the article, Now Serving An Appealing Menu of Digital Literacy Tools and Resources (O'Connor, 2019), I no longer feel intimidated by the daunting task of incorporating technology standards (or ISTE) with the AASL standards. When I become a school librarian, my goal is to create inquiry-based projects where students learn through literature while using and incorporating technology safely and creatively. If I create projects that empower students with choices through literacy and modes of technology, students will be motivated to not only complete tasks the way they are most comfortable and competent, but also take control of how they share and present their results. When students are allowed to make choices throughout the learning process, they are more likely to complete projects, think deeper, and overcome obstacles along the way.

O'Connor's (2019) menu style of assignments provides students with choices of how students will complete tasks that will meet both AASL and ISTE standards. The lesson example used in the article was a favorite book and author study. The librarian provided a book and author that students would complete a project on covering both types of standards. Choices were given for each step along the way; Digital Resources for Think-Inquire, Create-Engage, Grow-Share + Engage. After students completed the inquiry processes, they moved to another menu which featured the Design and Create portion of the project. In this portion, students used the Maker Space part of the library to create and build their project where they were given choices of building materials. When students completed their build, they created a digital presentation to showcase their work. Once complete, they were required to look at other students' work and give feedback by using the strategy of  T.A.G. ("tell one positive thing they like, ask a question, and give one gentle suggestion" (2019)). 

As you can see, AASL and ISTE standards are similar because they both allow students the opportunity for collaboration while working through inquiry-based learning projects. The ISTE part of learning is stressed by digitally collaborating and sharing work. Both standards are learner-centered which allow students to become empowered through choices and taking ownership of how they learn and showcase their results.

The differences in the two standards come from how they are used. AASL standards cover different types of literacies like reading books and different types of media. Technology is the only focus in the ISTE standards.

The example provided above is a beautiful representation of how AASL and ISTE standards can be joined and work together to provide an ideal learning environment for students of all grade levels and abilities.

O'Connor, M. (2019). Now serving...an appealing menu of digital literacy tools and resources. Knowledge Quest, 47(5), 16-21. https://knowledgequest.aasl.org/wp-content/uploads/2022/11/KQ_mayjun2019_WEB.pdf

Copyright, OER, and Social Media! Oh My!

 Copyright, OER, and Social Media! Oh My! 

September 3, 2024

Copyright Laws are put in place to help protect the creative works of individuals or groups which ensures that people do not profit from work they did not create. This protection also encourages people or groups to continue to create new works with the promise of not allowing others to profit from their work. These rights are set for a determined amount of time. When the copyright runs out, the work becomes public domain. An example I am partial to is the works of Jane Austen. All of her novels are now public domain so now current writers can use her work to continue her stories and write spinoffs. The same characters in Austen's novel, Pride and Prejudice, are now being used to continue her stories. These books are my favorite to read because I always want to know how the story continues. What happens to Mr. Darcy and Elizabeth, to Mr. Bingley and Jane? Do they have any children?

Open Educational Resources (OER) are items available to teachers to teach with. After this week's readings and lecture, I now feel armed with even more resources at fingertips than I realized. I knew about Khan Academy and everything it has to offer but I did not realize that there are free text books out there that I could pull from to help my instruction. The resources available for images, videos, audio sounds and music, digital lectures, textbooks, animations...wowzah! I thought I was dangerous with my Google slides before; Watch Out! 

Social media is another great way to open the door to others in our field to share ideas and resources. Social media can used as a source of advertisement for the users of our libraries and their parents. My current school used to highly suggest that we use Twitter/X to show other schools and parents of our students what teachers are doing in the classroom. Using social media is not only a great way to tell everyone what we are doing but it also is a great source of new ideas and how resources are used. Having the opportunity to see an activity completed with a group of students can help teachers decide if the activity is something they want to complete or pass on. Companies that write curriculum also use social media to present their work and how it can be used. Social media is easy to use but as a teacher, I always forget to take pictures of my students when completing activities. Hopefully this course will provide motivation to use social media more consistently.