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Clear creek school district workshop


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  • Polls: Look at where people are from and what levels they work with. Thanks for attending. Highlight the article in KQ and build upon.
  • Discuss the apprehension by some to allow younger students to be creative through technology. The most common compliment I get is I had no idea you could do that with younger students.
  • My main point in orientation this year was that the library is a place to get books but it is also a place to create. I make a point to tell students that they have an audience before we begin a project.
  • Possibly mentoring, but this can also be a collaborative of expertise.
  • Multiple opportunities
  • First section: showcasing a variety of snapshots of projects across grade levels.
  • Mention permission to play, opportunities for all, low barriers so that anyone can do it. It’s not just for high school students.
  • Mention the adult support that this kind of project takes…..think of barriers and how to get around them. Lower the barriers.
  • Storybird and ABC books…again highlight the structure needed for younger learners
  • Mention the stages of this project and how it was modified for Navigating the Information Tsunami published by Cherry Lake Publishing.
  • Mention my new approach to exploratory research and how it invites students to make choices while still being accountable for information
  • Mention the choices in this project: Animoto, Glogster, Zazzle, Skype, white board,
  • Section 2: Discussing ways that our library gets student work out to an audience. How are we connecting students to a global community?
  • Mention the district’s open access by students & teachers and how this has changed over the past few years.
  • Showcasing work does not have to be elaborate displays. It can be found opportunities.
  • Connecting students with mentors. This takes listening and harnessing opportunities.
  • Section 3: Discuss how knowledge is passed on in multiple ways. It isn’t about connecting students with expert mentors only.
  • Math buddies.
  • Glogster epiphany.
  • Fishing for the constitution designed in class and implemented as part of a center rotation
  • Mention exemplary open house and bus tour student presentations.
  • Section 4: Begin talking about student book budget and connect to how student input and decision making is a big part of our library.
  • Got an overview of what I do to select books before diving in.
  • Looked at catalog selections. Thought about school population. Thought about who was in the selection group and how to overcome gender barrier.
  • Developed a survey with what they considered to be the most popular topics.
  • Used iPad to survey as many people as possible.
  • Mention that these books are among the most popular and this project has been one of such importance that it is now a part of our budget every year. It’s hard to argue with data that comes from students.
  • Section 5: Offering multiple ways for kids to participate….connect back to element of participatory culture….not ever member must contribute. Mention bookmarks here.
  • Mention looking and listening closely for opportunity. When students mention a book they loved, I mention ways they might share that book with others: written review, video review, BTV review, book mark, poster, etc.
  • Poetry, persuasive writing, reading incentives, design contests,
  • Last section: Mention the design of the new library currently being built and what I hope to do in the coming months/years.
  • Playing games, learning from games, designing games: motivation, innovation,
  • Most everything I do is planned and intentional or at least initiated by me. This will always be a primary way we participate because it’s school, but when does participation become spontaneous and what is ok and not ok…….i.e. story of girls coming to the library to plan a babysitting service. Or….guys starting a card game group during morning wait time.
  • Discuss the barriers to sharing student work and overcoming those barriers through their very documentation.
  • Transcript

    • 1. Our Backchannel: Time:•3 Presentations as text•2 times of self-reflection & planning•Goal setting and action steps•Q & A
    • 2. Permission to Dream: School Libraries as Places of ParticipatoryCulture, Transliteracy , & PossibilitiesClear Creek Independent School District League City, TX January 21, 2013 Andy Plemmons, School Librarian, David C. Barrow Elementary, Athens,GA
    • 3. “You can’t depend on your eyes when yourimagination is out of focus.”-- Unknown cc image:
    • 4. “We allagree thatyourtheory iscrazy, butis it crazyenough?”--NielsBohr cc image:
    • 5. Let’s consider that “reality testing” may bejust another way of stifling imagination Source: Cc image:
    • 6. Grounding ourselves in ParticipatoryCulture, Transliteracy, & Possibilities
    • 7. Participatory Culture isgrounded in…
    • 8. Relatively low barriers to artistic expression and civic engagement ~Henry JenkinsSource:
    • 9. strong support for creating and sharing one’s creations with others ~Henry JenkinsSource:
    • 10. what is known by the most experienced is passed along to novices ~Henry JenkinsSource:
    • 11. members believe that their contributions matter ~Henry JenkinsSource:
    • 12. members feel some degree of social connection with one another ~Henry JenkinsSource:
    • 13. Not every member must contribute, but all must believethey are free to contribute when ready and that what theycontribute will be appropriately valued. ~Henry JenkinsSource:
    • 14. Transliteracy…Design Inspiration by Helene Blowers to Buffy Hamilton for transliteracy slides
    • 15. Transliteracy is the ability toread, write and interact across a rangeof platforms, tools and media fromsigning and orality throughhandwriting, print, TV, radio andfilm, to digital social networks.Source:
    • 16. but what does that really mean?
    • 17. Transliteracy is an umbrella term encompassingdifferent literacies and multiple communicationchannels that require active participationwith and across a range of platforms, andembracing both linear and non-linear messagesDr. Susie AndrettaLondon Metropolitan University Source:
    • 18. Transliteracy is a “a convergence of literacies”(Lippincott, 2007: 17) as the boundariesbetween medial literacy, digital literacy,technology literacy and information literacybecome blurred when individuals evolve fromconsumers of information to producers ofcontent.Dr. Susie AndrettaLondon Metropolitan University Source: and
    • 19. “The most fundamental notion oftransliteracy is the ability to adapt.It’s creating a literacy and fluiditybetween mediums that’s not tiedto space or modality.”Ryan Nadelfounder of 8 Leaf Digital Productions and an instructor at the Vancouver Film SchoolSource:
    • 20. Transliteracy is concerned with mappingmeaning across different media and not withdeveloping particular literacies about variousmedia. It is not about learning text literacy andvisual literacy and digital literacy in isolationfrom one another but about the interactionamong all these literacies.Tom IpriLiaison Librarian to the College of Media Arts and Design at W. W. Hagerty Library at DrexelUniversitySource:
    • 21. “…transliteracy is a shape-shifting eco-system ofbehaviours and it is probably neither possible nordesirable for anyone to understand enough to knowthe whole elephant. The vital thing is to remember itis always there and in constant motion. This meansrecognising the limits of your own knowledge andaccepting a degree of messiness and uncertainty.”Professor Sue ThomasDe Montfort University, Leicester, UK Source:
    • 22. …thinking linearly about literacy is seldoma good idea. Literacy should be thought ofas a holistic ecology, not a linear seriesof events and changes…Professor Sue ThomasDe Montfort University, Leicester, UK Source:
    • 23. “the process of being transliterate does not have an end point. Instead, I like to think of the transliteracy process as being like a nautilus that is constantly growing and adding chambers to its shell.” Jamie Hollier Project Coordinator for Public Computing Centers atce: Colorado State Librarymage via
    • 24. What does a transliterate learner look like?
    • 25. To plan a trip to Disney World a transliterate learner might…• Explore the Disney Parks website• Order a vacation planning DVD & watch it• Casually interview friends who have recently gone• Read travel blogs & review sites• Check out travel books from the public library or purchase at a bookstore• Have a marathon of Disney videos• Search Youtube for insider tip videos or to preview attractions• Use Twitter to read live tweets from guests experiencing Disney via various hashtags• And More
    • 26. Image via
    • 27. Image via
    • 28. New reading experiences Innovative possibilities of online books Immersion - the importance of ‘you’ Digital reading creates relevance Sharing, participating, re-discovering Personalizing the experienceStorytelling with multimedia, gaming, social media
    • 29. Alice Leads the Way
    • 30. Transmedia of Patrick Carman
    • 31. Book Apps
    • 32. Print vs. Digital
    • 33. How can students experiencean event or story acrossmultiple platforms,tools, and media?
    • 34. How can students create andshare across multipleplatforms, tools & media?
    • 35. A space to create
    • 36. Makerspace Culture….“a place where young people have an opportunity to explore theirown interests, learn to use tools and materials, and develop creativeprojects. The key is that it can adapt to a wide variety of uses and canbe shaped by educational purposes as well as the students’ creativegoals.” Source:
    • 37. Weather forecasts in PreK
    • 38. Digital Storytelling in Kindergarten
    • 39. Photo Story seasons projects in 1st grade
    • 40. Regions of Georgia Commercials in 2nd Grade
    • 41. Transliteracy rock exploration in 3rd Grade
    • 42. Modeling 21st Century Learning in 4th grade
    • 43. Documenting history in 5th Grade
    • 44. Showcasing the Work
    • 45. Blogging
    • 46. Facebook
    • 47. YouTube
    • 48. Twitter
    • 49. Monthly Reports
    • 50. Displaying work
    • 51. Honoring student voices
    • 52. Connecting students toopportunities
    • 53. Performing andConnecting with theworld
    • 54. What is known is passed on
    • 55. Pairing older with younger
    • 56. Expertise emerges
    • 57. Pathways for connection
    • 58. Students teaching students
    • 59. Students developing expertise and problem solving
    • 60. Students designing instruction
    • 61. Students teachingteachers
    • 62. Teachers developing expertise
    • 63. CollaborativePartnerships
    • 64. Contributions that matter
    • 65. Leader librarians…Learning the process it takes to makelibrary decisions for a whole school
    • 66. Book Choice Champions…Designing ways to make all voicesheard in library decisions
    • 67. Googleformsurveys
    • 68. Surveying every gradewith iPads and Google forms
    • 69. Analyzingspreadsheetdata
    • 70. Assigningpartners, categories, and budgets
    • 71. Making decisions
    • 72. Studentsmarketing tostudents
    • 73. Participatory Opportunities
    • 74. Impromptu instruction from students
    • 75. Multiple formats of reading
    • 76. Book tasting & varied reader’s advisory
    • 77. Volunteers as library members
    • 78. Targeted opportunities
    • 79. School-wide reading events
    • 80. Reading incentives
    • 81. Inviting creativity…through contests
    • 82. Ownership of the collection
    • 83. Student-made book displays
    • 84. Instilling trust
    • 85. Celebrating success
    • 86. Looking Ahead cc image:
    • 87. Gaming to tap interests & learning styles
    • 88. Learning commons opportunities
    • 89. Long-distance mentors
    • 90. Creative instructionalformats
    • 91. What can the school library offer that wouldbe challenging to offer in every classroom? Source:
    • 92. Planned vs. Spontaneous Participation
    • 93. A closer look….@ creating
    • 94. Break Time!Cc image:
    • 95. Work SessionWhat are our hopes and dreams for ourlibrary programs? Cc image:
    • 96. Painful Barrierscc image:
    • 97. Filtering Cc image:
    • 98. Access to Quality Technology Cc image:
    • 99. Limited Funding Cc image:
    • 100. TimeCc image:
    • 101. Inadequate staffing Cc image:
    • 102. Lack of volunteers Cc image:
    • 103. Reaching our library members
    • 104. Developing independence Cc image:
    • 105. How do we build bridges to move beyondthese barriers? Cc image:
    • 106. How do we find the threads that move us forwardrather than remain tangled in our frustrations? Cc image:
    • 107. What are your barriers? Cc image:
    • 108. What are the bridges you need to build? Cc image:
    • 109. Work SessionWhat are the steps to reach your goals? Cc Image:
    • 110. Work SessionFeedback Carousel Cc image:
    • 111. Carousel Questions•Wows- What stands out to you?•Clarifying Questions- brief, factual questions•Recommendations- Think beyond “reality testing”•Resources- What would be useful to support this plan?
    • 112. Q&Acc image:
    • 113. Contact:Blog: http://barrowmediacenter.wordpress.comTwitter: @plemmonsa @barrowmcFacebook: :