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Libraries and Librarians Without Borders:  Distributing  Libraries and learning Through Embedded Librarianship
 

Libraries and Librarians Without Borders: Distributing Libraries and learning Through Embedded Librarianship

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presentation by Buffy J. Hamilton with  Stacy Dillon| Jennifer Hubert Swan | Buffy Hamilton | Jesse Karp | Karyn Silverman The Embedded Librarian: Engage, Evolve, Educate--A new model of school ...

presentation by Buffy J. Hamilton with  Stacy Dillon| Jennifer Hubert Swan | Buffy Hamilton | Jesse Karp | Karyn Silverman The Embedded Librarian: Engage, Evolve, Educate--A new model of school librarianship
ALA Annual || June 2011

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  • What do we assess? The important first step is to identify our specific learning target. 1.AASL Standards for 21st Century Learners (dispositions, responsibilities, skill benchmarks) 2. State performance standards for content areasSource: Harada & Yoshina, 2006
  • How can we use the results to adjust or modify our teaching? By utilizing concrete evidence of what students can and cannot do allows us to use that evidence to improve our instruction.Harada & Yoshina, 2006
  • Music Playlists

Libraries and Librarians Without Borders:  Distributing  Libraries and learning Through Embedded Librarianship  Libraries and Librarians Without Borders: Distributing Libraries and learning Through Embedded Librarianship Presentation Transcript

  • libraries and librarians without borders: distributing
    libraries and learning through embedded librarianship
    buffy j. hamilton, ed.s.
     Stacy Dillon| Jennifer Hubert Swan | Buffy Hamilton | Jesse Karp | Karyn SilvermanThe Embedded Librarian: Engage, Evolve, Educate--A new model of school librarianship
    ALA Annual || June 2011
  • how to create flexible and fluid
    learning spaces
    CC image via http://goo.gl/fHZ85
  • how to embed the library in the lives and learning spaces of students
    CC image via http://goo.gl/bNrmp
  • how to provide learning experiences that provide students more ownership and increased participation in conversations for learning
    CC image via http://www.flickr.com/photos/guillaumeseguin/5294641318/sizes/l/in/faves-10557450@N04/
  • participatory librarianship is a lens to help us see the possibilities and context for a shared vision of library in learning communities
  • “It’s all about learning…
    how is this going to fundamentally enrich a conversation?
    There isn’t a part of the library that isn’t about learning. Learning is a collaborative conversation.”
    Dr. David Lankes
    CC image via http://www.flickr.com/photos/marcwathieu/2980385784/sizes/l/in/faves-10557450@N04/
    Participatory Librarianship and Change Agents: http://blip.tv/file/1566813
  • participatory culture is the catalyst
    CC image via http://goo.gl/QNX5P
  • a participatory climate amplifies the possibilities for creating conversations for learning via multiple mediums
  • partnerships for learning
  • vanishing boundaries
  • embed yourself in the instructional design process
    CC image via http://www.flickr.com/photos/eloctre/4989097223/sizes/l/in/photostream/
  • backwards design
  • identify specific learning
    targets
    Source: Harada & Yoshina, 2006
  • Media 21 Target Groups and Timeline
    Two sections of 10th Honors Literature/Composition
    Original plan: nine to twelve week unit of study
    Conceptual model of librarian and classroom teacher as co-teachers in an integrated setting
    Information literacy as a seamless, integrated literacy into content area study
  • Media 21 Learning Targets
    Identify and evaluate the authority of any information source
    Identify cloud computing and social media tools for managing and organizing information
    Apply strategies for developing lines of inquiry and research questions
  • Media 21 Goals
    Construct a personal learning network (PLN) and environment (PLE)
    Collaborate with others to construct new meanings
    Identify and utilize alternate ways of producing and sharing knowledge
  • embed yourself in the assessment process
  • “The school library media program is guided by regular assessment of student learning to ensure the program is meeting its goals.”
    Source: American Association of School Librarians, 2009, p. 27Original photograph by Buffy J. Hamilton
    Original photograph by Buffy J. Hamilton
  • formative and summative assessments provide us “snapshots” of student work provide us concrete evidence to adjust our instruction and better meet learner needs
    Source: Harada & Yoshina, 2006
    CC image via http://goo.gl/hdoH7
  • embedded instruction and formative assessment through Google Docs
  • honor learners’ voices, expertise, and opinions
  • embed yourself in the process of selecting and designing learning experiences, tools, and instruction
    CC image via http://www.flickr.com/photos/linneberg/5064520524/sizes/l/in/faves-10557450@N04/
  • libguides mobile
  • netvibes
  • symbaloo
  • conversations via networked learning with experts around the world
  • inquiry, engagement, and collective intelligence face to face
  • inquiry, engagement, and collective intelligence via virtual mediums
  • collaborative learning and knowledge building
  • digital learning portfolios
  • digital citizenship
    CC image via http://www.flickr.com/photos/andy_5322/104324029/sizes/z/
  • CC image via http://www.flickr.com/photos/fredcavazza/2564571564/sizes/m/in/photostream/
  • digital citizenship and ethical use of information
  • citation management and collaborative source evaluation
  • challenges
  • insights
    CC image via http://www.flickr.com/photos/lynnfriedman/4285832795/sizes/o/in/faves-10557450@N04/
  • create enchantment and engagement
    CC image via http://www.flickr.com/photos/beth19/4627578764/sizes/l/
  • “enchantment transforms situations and relationships.”Guy Kawasaki, Enchantment: The Art of Changing Hearts, Minds, and Actions
    CC image via http://goo.gl/V9vO6
  • relationships are the cornerstone of libraries, learning, and participation
    CC image via http://goo.gl/3qSaE
  • participation cultivates relationships
    and enchantment
  • embedding ourselves in the learning spaces and lives of our teachers and students is the key to building meaningful partnerships for learning and library programs
    CC image via http://www.flickr.com/photos/21560098@N06/3847583779/sizes/o/in/faves-10557450@N04/
  • frame yourself as a learner and let the partnerships for learning illuminate your practice
    CC image via http://www.flickr.com/photos/mash/5780065371/sizes/l/in/photostream/
  • CC image via http://www.flickr.com/photos/shifted/3360687477/sizes/o/
  • “No risk, no art. No art, no
    reward.”
    Seth Godin
    CC image via http://www.flickr.com/photos/pure9/2606460947/sizes/o/
    Seth Godin, September 2010 http://bit.ly/9Vkh1K
  • http://theunquietlibrarian.wordpress.com/
  • CC image via http://www.flickr.com/photos/xjrlokix/5097846224/sizes/l/in/photostream/
  • contact information
    buffy.hamilton@gmail.com
    http://theunquietlibrarian.wordpress.com
    http://theunquietlibrarian.wikispaces.com