Literacies, learning, and libraries

literacies, learning, and libraries
buffy j. hamilton, ed.s.july 2011
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how to create flexible and fluid
learning spaces
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how to embed the library in the lives and learning spaces of students
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connecting creating
collaborating
constructing

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
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Participatory Librarianship and Change Agents: http://blip.tv/file/1566813

shared ownership of learning and conversations for learning
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knowledge construction and creation
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focus on inquiry and learning

a participatory climate amplifies the possibilities for creating conversations for learning via multiple mediums

the library is an umbrella to support how people are using multiple literacies---traditional and emerging ---to access and share information as well as create new meaning
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create conversations about multiple ways of reading and writing today’s world

multiple tools, multiple literacies
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collective knowledge and curation
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“embrace the potentials and challenges of this [participatory] emerging culture not as a replacement for existing print practices but as an expansion of them”
~henry jenkins~

we can’t cultivate transliterate learners without putting pedagogy before tools
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http://teachweb2.blogspot.com/2010/01/personal-learning-environments-student.html

partnerships for learning

vanishing boundaries

what mediums and strategies cultivate conversations for learning in libraries and give participants a voice to distribute “the library”?
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embed yourself in the instructional design process
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backwards design

identify specific learning
targets
Source: Harada & Yoshina, 2006

information evaluation/social scholarship through subject guides

libguides mobile

conversations for reflection, metacognition, and connectingthrough blogging

supporting network and attention literacy with information dashboards

netvibes

symbaloo

cloud computing and global connections for social learning

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 knowledge constructionwith google docs
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collaborative learning and knowledge building

digital learning portfolios

social bookmarking
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diigo and evernote
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diigo: sticky notes/highlighting

mobile bookmarking

spaces for honoring patron voices, expertise, and opinions

assessment

“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
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formative and summative assessments

embedded instruction and formative assessment through Google Docs

digital citizenship
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digital citizenship and ethical use of information

citation management and collaborative source evaluation

challenges

insights/transformations
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“The progress they have made as independent learners and critical thinkers has been rewarding to watch. It has been such a stretch for them to move from “learned helplessness” where they are totally dependent on their teachers to “resourceful thinker” where they can access information and accept responsibility for their own learning.”
Susan Lester

“I can actually say that I have changed for the better. I have never had such a life changing research topic and this definitely has changed my life. I couldn’t believe how much this research project affected me. It definitely forced me to look at myself and made me ask myself what I could do better in my life to help impact other people. I feel that this research that I have done will make a huge difference to others because they too will see what they can do to help others. I hope that by reading my essay, others will decide to devote their time and life to helping those that are in need.”
10th grade student

“I realized that we all need to be more aware of things going on in places other than our backyard. We should be concerned with the well being of everyone and not just the people within our borders. I've heard the phrase "it only take s one person to make a difference" my whole life. But, I've never considered myself to be that one person. And I've just been waiting for someone else to do something. I believe that most of Americans are like that. However that needs to change.“
10th grade student

relationships are the cornerstone of libraries, learning, and participation
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frame yourself as a learner and let the partnerships for learning illuminate your practice
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future directions

curation

digital writing and publishing

networked learning communities

deeper idea storming, independence, inquiry, and ownership

search literacy

participatory literacy

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“No risk, no art. No art, no
reward.”
Seth Godin
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Seth Godin, September 2010 http://bit.ly/9Vkh1K

http://theunquietlibrarian.wordpress.com/

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contact information
@buffyjhamilton
buffy.hamilton@gmail.com
http://theunquietlibrarian.wordpress.com
http://theunquietlibrarian.wikispaces.com

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Literacies, learning, and libraries

by Buffy Hamilton

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