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Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
Literacies, learning, and libraries
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Literacies, learning, and libraries

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  • curation
  • 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
  • Tumblr blog (fictional character)
  • Music Playlists
  • Original art
  • Art and words
  • Two voice poem
  • Prezi
  • Video (Animoto is one option)
  • Word clouds (this one is in Wordle)
  • 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
  • Vook
  • Vook
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    • 1. literacies, learning, and libraries<br />buffy j. hamilton, ed.s.july 2011<br />CC image via http://www.flickr.com/photos/toomanytribbles/5568090367/in/faves-10557450@N04/<br />
    • 2. how to create flexible and fluid<br />learning spaces<br />CC image via http://goo.gl/fHZ85<br />
    • 3. how to embed the library in the lives and learning spaces of students<br />CC image via http://goo.gl/bNrmp<br />
    • 4. connecting creating<br />collaborating<br />constructing<br />
    • 5. participatory librarianship is a lens to help us see the possibilities and context for a shared vision of library in learning communities<br />
    • 6.
    • 7. “It’s all about learning…<br />how is this going to fundamentally enrich a conversation? <br />There isn’t a part of the library that isn’t about learning. Learning is a collaborative conversation.”<br />Dr. David Lankes<br />CC image via http://www.flickr.com/photos/marcwathieu/2980385784/sizes/l/in/faves-10557450@N04/<br />Participatory Librarianship and Change Agents: http://blip.tv/file/1566813<br />
    • 8. shared ownership of learning and conversations for learning<br />CC image viahttp://www.flickr.com/photos/soldiersmediacenter/1690071759/sizes/l/in/faves-10557450@N04/<br />
    • 9. knowledge construction and creation<br />cc licensed flickr photo by Ian Muttoo: http://flickr.com/photos/imuttoo/2631466945/<br />
    • 10. focus on inquiry and learning<br />
    • 11. a participatory climate amplifies the possibilities for creating conversations for learning via multiple mediums<br />
    • 12. 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<br />CC image via http://www.flickr.com/photos/roome/515419918/sizes/l/<br />
    • 13. create conversations about multiple ways of reading and writing today’s world <br />
    • 14. multiple tools, multiple literacies<br />CC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/<br />
    • 15. collective knowledge and curation<br />CC image via http://www.flickr.com/photos/antphotos/3460832408/sizes/l/in/photostream/<br />
    • 16. “embrace the potentials and challenges of this [participatory] emerging culture not as a replacement for existing print practices but as an expansion of them” <br />~henry jenkins~<br />
    • 17. we can’t cultivate transliterate learners without putting pedagogy before tools<br />CC image via http://www.flickr.com/photos/wheatfields/116732195/sizes/l/in/photostream/<br />
    • 18.
    • 19. http://teachweb2.blogspot.com/2010/01/personal-learning-environments-student.html<br />
    • 20. partnerships for learning<br />
    • 21. vanishing boundaries<br />
    • 22. what mediums and strategies cultivate conversations for learning in libraries and give participants a voice to distribute “the library”? <br />CC image via http://www.flickr.com/photos/willemvelthoven/2620761140/sizes/l/in/faves-10557450@N04/<br />
    • 23. embed yourself in the instructional design process<br />CC image via http://www.flickr.com/photos/eloctre/4989097223/sizes/l/in/photostream/<br />
    • 24. backwards design<br />
    • 25. identify specific learning <br />targets<br />Source: Harada &amp; Yoshina, 2006<br />
    • 26. information evaluation/social scholarship through subject guides<br />
    • 27.
    • 28.
    • 29. libguides mobile<br />
    • 30.
    • 31.
    • 32.
    • 33. conversations for reflection, metacognition, and connectingthrough blogging<br />
    • 34.
    • 35.
    • 36.
    • 37. supporting network and attention literacy with information dashboards<br />
    • 38. netvibes<br />
    • 39.
    • 40.
    • 41.
    • 42. netvibes<br />
    • 43.
    • 44. symbaloo<br />
    • 45. cloud computing and global connections for social learning<br />
    • 46. conversations via networked learning with experts around the world<br />
    • 47. inquiry, engagement, and collective intelligence face to face<br />
    • 48. inquiry, engagement, and collective intelligence via virtual mediums<br />
    • 49.
    • 50.
    • 51.
    • 52. collaborative knowledge constructionwith google docs<br />CC image via http://goo.gl/urjhc<br />
    • 53. collaborative learning and knowledge building <br />
    • 54.
    • 55.
    • 56. digital learning portfolios<br />
    • 57.
    • 58.
    • 59.
    • 60.
    • 61.
    • 62.
    • 63.
    • 64. social bookmarking<br />CC image via http://www.flickr.com/photos/cambodia4kidsorg/260004685/sizes/o/in/photostream/<br />
    • 65. diigo and evernote<br />CC image via http://www.flickr.com/photos/antonio_ortiz/234717762/sizes/o/in/photostream/<br />
    • 66. diigo: sticky notes/highlighting<br />
    • 67.
    • 68. mobile bookmarking<br />
    • 69. spaces for honoring patron voices, expertise, and opinions<br />
    • 70. assessment<br />
    • 71. “The school library media program is guided by regular assessment of student learning to ensure the program is meeting its goals.”<br />Source: American Association of School Librarians, 2009, p. 27Original photograph by Buffy J. Hamilton<br />Original photograph by Buffy J. Hamilton<br />
    • 72. formative and summative assessments provide us “snapshots” of student work provide us concrete evidence to adjust our instruction and better meet learner needs<br />Source: Harada &amp; Yoshina, 2006<br />CC image via http://goo.gl/hdoH7<br />
    • 73. formative and summative assessments<br />
    • 74.
    • 75. embedded instruction and formative assessment through Google Docs<br />
    • 76.
    • 77.
    • 78.
    • 79.
    • 80. digital citizenship<br />CC image via http://www.flickr.com/photos/andy_5322/104324029/sizes/z/<br />
    • 81. CC image via http://www.flickr.com/photos/fredcavazza/2564571564/sizes/m/in/photostream/<br />
    • 82. digital citizenship and ethical use of information <br />
    • 83.
    • 84.
    • 85.
    • 86.
    • 87. citation management and collaborative source evaluation<br />
    • 88. challenges<br />
    • 89.
    • 90. insights/transformations<br />CC image via http://www.flickr.com/photos/lynnfriedman/4285832795/sizes/o/in/faves-10557450@N04/<br />
    • 91. “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.”<br />Susan Lester<br />
    • 92. “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.”<br />10th grade student<br />
    • 93. “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&apos;ve heard the phrase &quot;it only take s one person to make a difference&quot; my whole life. But, I&apos;ve never considered myself to be that one person. And I&apos;ve just been waiting for someone else to do something. I believe that most of Americans are like that. However that needs to change.“<br />10th grade student<br />
    • 94.
    • 95. relationships are the cornerstone of libraries, learning, and participation<br />CC image via http://goo.gl/3qSaE<br />
    • 96. frame yourself as a learner and let the partnerships for learning illuminate your practice <br />CC image via http://www.flickr.com/photos/mash/5780065371/sizes/l/in/photostream/<br />
    • 97. future directions<br />
    • 98. curation<br />
    • 99. digital writing and publishing<br />
    • 100. digital writing and publishing<br />
    • 101. networked learning communities<br />
    • 102. deeper idea storming, independence, inquiry, and ownership<br />
    • 103. search literacy <br />
    • 104. participatory literacy <br />
    • 105. CC image via http://www.flickr.com/photos/shifted/3360687477/sizes/o/<br />
    • 106. “No risk, no art. No art, no <br /> reward.”<br />Seth Godin<br />CC image via http://www.flickr.com/photos/pure9/2606460947/sizes/o/<br />Seth Godin, September 2010 http://bit.ly/9Vkh1K<br />
    • 107. http://theunquietlibrarian.wordpress.com/<br />
    • 108. CC image via http://www.flickr.com/photos/xjrlokix/5097846224/sizes/l/in/photostream/<br />
    • 109. contact information<br />@buffyjhamilton<br />buffy.hamilton@gmail.com<br />http://theunquietlibrarian.wordpress.com<br />http://theunquietlibrarian.wikispaces.com<br />

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