Foursquare Librarianship: Unlocking Worlds of Learning

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Slidedeck to frame a daylong workshop I am doing on June 23 for the Emporia State University SLIM Summer Institute for School Librarians. See http://theunquietlibrary.libguides.com/summer for …

Slidedeck to frame a daylong workshop I am doing on June 23 for the Emporia State University SLIM Summer Institute for School Librarians. See http://theunquietlibrary.libguides.com/summer for supporting learning resources.

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  • 1. foursquare librarianship: unlocking worlds of learning
    buffy hamilton || emporia state university slim summer institute for school librarians ||june 23, 2010
    CC image via http://www.flickr.com/photos/nanpalmero/4432186135/sizes/l/
  • 2.
  • 3.
  • 4.  Part 1:  Tools for Participatory Learning 
  • 5. create and nurture a participatory culture that invites conversations for learning, multiple forms of literacy, and multiple modes of learning
    cc licensed flickr photo by Suttonhoo: http://www.flickr.com/photos/suttonhoo22/2512983749/
  • 6. inviting and engaging participation
    cc licensed flickr photo by domesticat: http://flickr.com/photos/domesticat/2538309841/
  • 7. sparking conversations
    cc licensed flickr photo by Laenulfean: http://flickr.com/photos/laenulfean/2913482048/
  • 8. values learning as conversation over information objects
    cc licensed flickr photo by Siebuhr: http://flickr.com/photos/msiebuhr/987572658/
  • 9. knowledge construction and creation
    cc licensed flickr photo by Ian Muttoo: http://flickr.com/photos/imuttoo/2631466945/
  • 10. inquiry centered
  • 11. libraries are in the change business
  • 12. Cc licensed photo from Pete Reed http://www.flickr.com/photos/petereed/496392956/
  • 13. go beyond the walls and barriers
    cc licensed flickr photo by Giuseppe Bognanni: http://flickr.com/photos/79286287@N00/215951891/
  • 14. open doors to invite spaces for conversation and learning
    cc licensed flickr photo by Thomas Henneman Photography: http://flickr.com/photos/tom-henneman/3772480304/
  • 15. nurture creativity and learning experiences
    cc licensed photo from http://www.flickr.com/photos/larimdame/3630728238/sizes/l/in/set-72157619795765502/
  • 16. creating conversations for formal learning
  • 17. aasl standard 1:
    inquire, think critically, and gain knowledge
  • 18. aasl standard 2: draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
    cc licensed flickr photo by mikebaird: http://flickr.com/photos/mikebaird/3337034493/
  • 19. aasl standard 3: share knowledge and participate ethically and productively as members of our democratic society
  • 20. aasl standard 4: pursue personal and aesthetic growth
  • 21. create conversations about information evaluation and social scholarship with research pathfinders
    1.1.5 evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context
    1.1.6 read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning
  • 22. information evaluation and social scholarship via research pathfinders
  • 23. information evaluation and social scholarship via research pathfinders
  • 24. create conversations about collaborative knowledge building using wikis and inquiry based activities
    1.1.9 collaborate with others to broaden and deepen understanding
    1.3.4 contribute to the exchange of ideas within the learning community
    4.1.7 use social networks and information tools to gather and share information
  • 25.
  • 26. inquiry, engagement, and collective intelligence
  • 27.
  • 28. literature circle wiki
  • 29.
  • 30.
  • 31. create conversations about adaptability and research strategies using blogs
    1.2.5 demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success
    1.2.6 display emotional resilience by persisting in information searching despite challenges
    1.4.1 monitor own information-seeking processes for effectiveness and progress, and adapt as necessary
    4.1.7 use social networks and information tools to gather and share information
  • 32. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.
    1.1.9 Collaborate with others to broaden and deepen understanding.
    active reflection and metacognition
  • 33.
  • 34.
  • 35.
  • 36. create conversations about digital citizenship and ethical use of information
    1.3.3 follow ethical and legal guidelines in gathering and using information
  • 37. digital citizenship and ethical use of information
  • 38.
  • 39.
  • 40.
  • 41.
  • 42. create conversations about alternate representations of knowledge, organizing knowledge, sharing learning reflections, and sharing resources.
    2.1.1 continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge
    2.1.4 use technology and other information tools to analyze and organize information
    3.1.2 participate and collaborate as members of a social and intellectual network of learners.
    3.1.1 conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.
  • 43. scaffold alternate ways of representing learning and knowledge
  • 44. voicethread
  • 45. video
  • 46. glogster
  • 47. multigenre elements
  • 48. multigenre elements
  • 49. research portfolio with Google Sites
  • 50.
  • 51. netvibes personal learning environments and learning artifacts
  • 52. create conversations about collaboration, leadership, and social responsibility for shared knowledge construction
    2.1.5 collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems
    3.2.1 demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations
    3.2.2 show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions
    4.1.7 use social networks and information tools to gather and share information
  • 53. collaboration, leadership, and social responsibility for shared knowledge construction
  • 54. cloud computing: google docs
  • 55. diigo: group bookmarks
  • 56. diigo: sticky notes/highlighting
  • 57. evernote
  • 58. blog comments
  • 59.
  • 60.
  • 61. creating conversations for community
    Image used under a CC license from http://www.flickr.com/photos/alesk/356136498/sizes/l/
  • 62. give students a voice and ownership
    Image used under a CC license from http://www.flickr.com/photos/larimdame/2575986601/sizes/l/
  • 63. book displays
  • 64. book/genre promotion
  • 65. cozy reading areas and displays
  • 66. cozy reading areas and displays
  • 67. collection reflecting student needs
  • 68. gift cards and giveaways
  • 69. gift cards and giveaways
  • 70. materials request
  • 71. book/ magazine requests
  • 72. poetry slidecasts/podcasts
  • 73. poetry slidecasts/podcasts
  • 74. student poetry/student favorites
  • 75. flickr
  • 76. collection remix
  • 77. reading art
  • 78. “playis the onlyway
    thehighest intelligence of humankind can unfold.”
    Joseph Chilton Pearce
    Image used under a Creative Commons license from http://www.flickr.com/photos/nlaunceford/2658082800/sizes/l/in/photostream/
  • 79. play
  • 80. play
  • 81.
  • 82. play
  • 83. play
  • 84. play
  • 85. play
  • 86. play
  • 87. passions
  • 88. passions
  • 89. promotion
  • 90. promotion
  • 91. polls
  • 92. polls
  • 93. mobile learning
  • 94.
  • 95. physical space
  • 96. physical space
  • 97. Explore/Play/Wonder
    Image used under a Creative Commons license from http://www.flickr.com/photos/urpix/2490469408/sizes/l/
  • 98. Part 2:  Tools for Student Content Creation and Networked Learning: The Media 21 Project 
  • 99. “learning is the process of creating connections and developing a network.”
  • 100. connectivism
  • 101.
  • 102.
  • 103.
  • 104.
  • 105.
  • 106.
  • 107.
  • 108.
  • 109.
  • 110. Research as an ongoing learning experience
    Expanding students’ concepts of authority
    Introducing ways to use social media and web 2.0 tools for information management
    Media 21 Goals
  • 111. Introduction and exploration of the concept of personal learning networks
    Emphasis on inquiry and collaboration
    Hands on experience with alternate ways of producing and sharing knowledge
    Media 21 Goals
  • 112. Scaffold students’ ability to become their own information filters and to build their own information dashboards
    Connect students with outside experts
    Explore ways to connect our learning to a real world project or initiative
    Media 21 Goals
  • 113. Two sections of 10th Honors Literature/Composition
    Nine-twelve week study
    Conceptual model of librarian and classroom teacher as co-teachers in an integrated setting
    Media 21 Target Groups and Timeline
  • 114. the chemistry of collaboration: the dynamics of the media 21 project
  • 115.
  • 116. media 21 project
    implementation
  • 117. august 2009: building blocks for learning
  • 118. Introduction of concept of “networked student”
    Introduction of essential learning tools and cloud computing(wikis, gmail, google docs, blogs, )
    Exploration of social media as an information source for research
    August 2009
  • 119. create conversations about collaborative knowledge building using wikis and inquiry based activities
    1.1.9 collaborate with others to broaden and deepen understanding
    1.3.4 contribute to the exchange of ideas within the learning community
    4.1.7 use social networks and information tools to gather and share information
  • 120.
  • 121.
  • 122.
  • 123.
  • 124.
  • 125.
  • 126.
  • 127.
  • 128.
  • 129.
  • 130.
  • 131.
  • 132. August 2009 Observations and Reflections
    Time:
    more needed than anticipated for learning activities and student collaboration; 50 minutes is not enough for this kind of immersed learning
    more needed than anticipated for planning, creating, reflecting
    Student engagement
    Embracing messiness
    Student patience and open-minded outlook
  • 133. september 2009:
    connecting learning and social media
    to the world
  • 134. Inquiry into social media for social good
    Introduction of our Issues in Africa research initiative and literature circles: book tasting
    Mid quarter reflections
    September 2009
  • 135.
  • 136.
  • 137.
  • 138.
  • 139.
  • 140.
  • 141. Midquarter Student Reflections
    I have learned about the usefulness of wikis and how they can be used to share information as a group. It helped me understand how Wikipedia and other wikis actually work and function as learning tools.
    Loren T.
  • 142. Midquarter Student Reflections
    When I blog I feel like I have a voice and that people are listening. Even if my blog doesn’t have a high rating I still know it is mine and my words. To think of my self as a resource is an awesome idea.
    Jennifer S.
  • 143. Students extended learning to real-world situations
    Students loved Google Docs, Gmail, Google Sites, and blogging
    Students had mixed feelings about the Wetpaint wiki---some found it confusing to navigate
    September 2009 Reflections and Observations
  • 144. Students loved group and collaborative activities
    Students indicated they needed help with certain writing strategies
    Some students indicated they needed help managing multiple class streams of information and tools
    September 2009 Reflections and Observations
  • 145. october-november 2009: pulling it all together for painting a bigger picture of learning
  • 146. Introduction of our Issues in Africa research initiative and literature circles
    Using the tools for original content creation
    Using the tools for reflection and transparency
    Using the tools for collaborative knowledge building
    October-November 2009
  • 147.
  • 148. Two in-class literature circle meetings each week (each group determined its own reading schedule)
    Each literature circle creates and shares a lit circle wiki created with Google Sites; lit circle meeting notes and comments are maintained in this space on a weekly basis
    Two weekly reading journals (posted to individual blog) per week
    Student Learning Activities: Issues in Africa
  • 149. A weekly research reflection is required on individual blogs each week
    Three days in class per week for research and research mini-lessons and/or to work on multigenre projects
    Students use Diigo to bookmark web-based resources; they may use Diigo to create web-based notes/annotations
    Students use Noodletools for citation management; they may also use the electronic notecard feature
    Student Learning Activities: Issues in Africa
  • 150. Blog posts
    Lit circle wikis
    Diigo bookmarks
    Noodletools list and notes
    A written paper
    Five multigenre artifacts and reflections
    A learning portfolio created in Google Sites
    Learning Artifacts: Issues in Africa
  • 151. create conversations about adaptability and research strategies using blogs
    1.2.5 demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success
    1.2.6 display emotional resilience by persisting in information searching despite challenges
    1.4.1 monitor own information-seeking processes for effectiveness and progress, and adapt as necessary
    4.1.7 use social networks and information tools to gather and share information
  • 152. create conversations about collaboration, leadership, and social responsibility for shared knowledge construction
    2.1.5 collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems
    3.2.1 demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations
    3.2.2 show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions
    4.1.7 use social networks and information tools to gather and share information
  • 153.
  • 154.
  • 155.
  • 156. Most students embraced the freedom and responsibility for learning given to them
    Students liked having flexibility in the kinds of information sources they could use
    Students especially liked using Google News and Gale Global Issues in Context
    Students did not use as many social media sources as I anticipated
    October-November 2009 Reflections and Observations
  • 157. Some student resistance to student inquiry; disruption of school culture of learning
    Some students fell behind and experienced difficulty keeping up due to absences caused by a major virus outbreak in our school during October
    Time for me to actively reflect and compose those reflections on my blog
    October-November 2009 Challenges
  • 158. november-december 2009:
    synthesizing ideas with presentation zen
  • 159. Presentation zen
    Digital citizenship
    Creative Commons
    November-December 2009
  • 160. create conversations about digital citizenship and ethical use of information
    1.3.3 follow ethical and legal guidelines in gathering and using information
  • 161.
  • 162. Student Reflections on Presentation Zen
    “I like that I cannot rely on my slides as much.  It requires me to actually learn what my project is about and not just copy and paste a whole paragraph into my power point then read it right off the slide when I am presenting.  I felt that I was more connected to the class while presenting and I really liked that, it made me feel better about myself while I was actually up in front of the class.”
  • 163. Student Reflections on Presentation Zen
    “I like the whole “simple picture, simple text” concept. I think this method actually gets the presented message across to the audience more powerfully and emotionally than busy, chaotic slides. This method also forces the presenter to present to the AUDIENCE and talk from what he/she knows rather than look at the slides and read right off of the slide with no communication to the audience.”
  • 164. Student Reflections on Presentation Zen
    “I like it SO much more. You feel so much more comfortable and relaxed when you can just look at your audience instead of reading bullets off a power point.  Thank you to Mrs. Lester and Mrs. Hamilton. I know that my grade does not match with how much I have learned. Even though my grade isn’t what I would hoped it to be, the learning I have received will be with me forever, and for that I am strongly appreciative.”
  • 165. Students embraced the principles and concepts of presentation zen
    Students overcame their fears of public speaking
    Students wondered if we could continue learning in this kind of environment
    Assessment sometimes feels murky
    November-December 2009 Observations/Reflections
  • 166. Personal Learning Environments with Netvibes/Information Dashboards
    Social Bookmarking with Evernote
    Google Sites Portfolios
    Interviews with Real World Experts
    Presentation Zen
    March –May 2010: Veterans’ Issues
  • 167.
  • 168.
  • 169.
  • 170.
  • 171.
  • 172.
  • 173.
  • 174.
  • 175.
  • 176.
  • 177.
  • 178. baby steps are OK
  • 179. anticipate some pushback
  • 180. students, teachers, and librarians should embrace the messiness of learning
  • 181. collaboration, teamwork, and the power of your own personal learning network inspire innovation and risk taking
  • 182. Explore/Play/Wonder
    Image used under a CC license from http://www.flickr.com/photos/audrix/1572151898/sizes/o//
  • 183.  Part 3: Tools for Transliteracy 
  • 184. help our students learn multiple ways of reading and writing today’s world by acting as sponsors of transliteracy
  • 185. transliteracy is the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks.
    Image used under a CC license from http://www.flickr.com/photos/somegeekintn/3368983089/sizes/l/
  • 186. a sponsor of literacy includes any agent who enables, supports, teaches, and models, as well as recruits, regulates, suppresses, or withholds it
  • 187. “literacy is the energy supply of the information age.”
    deborah brandt
  • 188. “as new and powerful forms of literacy emerge, they diminish the reach and possibilities of receding ones”deborah brandt
  • 189. the idea that literacy is only about print materials is slowly disappearing
  • 190. we're on the cusp of profound changes in what counts as a “text” and literacy
  • 191. helping patrons and stakeholders understand the expanding definition of literacy is a muddy but playful endeavor
    cc licensed flickr photo by harold.lloyd (won't somebody think of the bokeh?): http://flickr.com/photos/safetylast/4068790874/
  • 192. “we have to make sure schools and libraries invite critical and active uses of media that strengthen our democratic potential.” Deborah Brandt
  • 193. knight foundation recommendation 6: integrate digital and media literacy as critical elements for education at all levels through collaboration among federal, state, and local education officials
  • 194. as sponsors of transliteracy, libraries can close the participation gap
  • 195. what does transliteracy look like in a school library?
  • 196. privilege and support multiple containers and pathways to information
    Image used under a CC license from http://www.flickr.com/photos/grumbler/331346446/sizes/l/
  • 197. teach students multiple and dynamic ways of connecting with real world experts to help answer their questions
  • 198. teach students collaborative tools for creating and sharing knowledge
  • 199. skype
  • 200. blogging
  • 201. wikis
  • 202. social bookmarking
    Image Attribution: http://www.flickr.com/photos/dav/104349246/sizes/l/
  • 203. diigo
  • 204. evernote
  • 205. student created netvibes portal
  • 206. student created netvibes portal
  • 207. student created netvibes portal
  • 208.
  • 209.
  • 210.
  • 211.
  • 212.
  • 213.
  • 214. Explore/Play/Wonder
    Image used under a CC license from http://www.flickr.com/photos/ronaldhennessy/2602107714/
  • 215.  Part 4: Tools for Transparency, Advocacy, and Instructional Leadership
  • 216. make our practice transparent to the world
    Image used under a CC license from http:/www.flickr.com/photos/allaboutgeorge/2361633049/sizes/o/
  • 217. web-based mindmap
  • 218. flickr
  • 219. youtube
  • 220. twitter
  • 221. facebook
  • 222. blog
  • 223. transparency and data
  • 224. transparency and data
  • 225. transparency and data
  • 226. transparency and data
  • 227. share your practice via social media
  • 228. Explore/Play/Wonder
    Image used under a Creative Commons license from http://www.flickr.com/photos/floater81/3679792730/sizes/l/
  • 229. cc licensed photo by The Shifted Librarian: http://www.flickr.com/photos/shifted/3360687295/
  • 230. “Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow.”
    william pollard
  • 231. participatory culture
    cc licensed photo from http://www.flickr.com/photos/dvids/3491286687/sizes/l/
  • 232. plug into networked learning and content creation
  • 233. disrupt limited perceptions of literacy and open up conversations about the possibilities of transliteracy
    Image used under a CC license from http://www.flickr.com/photos/stuckincustoms/4034124468/sizes/l/
  • 234. transparency
    Image used under a CC license from http://www.flickr.com/photos/fred_dela/2285253737/sizes/o/
  • 235. view failure as an essential part of the learning process and keep trying
    Image used under a cc license from http://www.flickr.com/photos/skeels/141145758/sizes/l/
  • 236. be bold and fearless
  • 237. leave it all on the road
  • 238. fight the machinery for our students
    Cc licensed photo from http://www.flickr.com/photos/amagill/3268315787/sizes/l/
  • 239. http://theunquietlibrarian.wordpress.com