A Perfect Match


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A Perfect Match

  1. 1. A Perfect Match: Library 2.0 in support of IB framework of learning Dr. Dana Dukic Kowloon Junior School Hong Kong IBAP Teachers’ Convention - Singapore 2007
  2. 2. IB FRAMEWORK OF LEARNING, WEB 2.0 AND LIBRARY 2.0: A COMMON GROUND <ul><li>inviting participation </li></ul><ul><li>supporting collaboration </li></ul><ul><li>user (student) centered </li></ul><ul><li>personalized services and resources </li></ul><ul><li>trans-disciplinary </li></ul><ul><li>in constant change </li></ul>There is a major change in attitude to learning, building knowledge and providing services to end users:
  3. 3. Inviting participation Collaborative Personalized User (student) centered Trans-disciplinary In constant change WEB 2.0 IB CURRICULUM LIBRARY 2.0 Web 2.0, Library 2.0 & IB curriculum
  4. 4. School library 2.0 in support of the IB curriculum <ul><li>Library is a physical and a virtual space, accessible to its users from any location and at any time </li></ul><ul><li>It is a mash up of traditional library services and innovative Web 2.0 services </li></ul><ul><li>Provides contents in various formats to meet students’ personalized needs </li></ul><ul><li>Collaborative in creating library resources and services </li></ul><ul><li>Makes use of Web 2.0 applications and services </li></ul><ul><li>Uses social bookmarking to create on-demand resource guides and </li></ul><ul><li>on-the-fly pathfinders to support IB curriculum needs </li></ul><ul><li>In constant change </li></ul>
  5. 5. KJS Library in support of PYP curriculum <ul><li>Library is everywhere – accessible at any time and any place </li></ul><ul><li>Supplies a variety of resources in different formats </li></ul><ul><li>Supports recreational reading </li></ul><ul><li>Instructs in information literacy </li></ul><ul><li>Collaborative in creating resources – libraryzone , pyplibrary </li></ul><ul><li>Offers interactive web space – forums (book raps) , messaging , quizzes </li></ul><ul><li>Introduces Web 2.0 applications – wikis , podcasts </li></ul><ul><li>Prepares on-demand pathfinders and other resource guides </li></ul><ul><li>Monitors users’ needs – downloads, popular pages (page statistics) </li></ul>
  6. 6. Wikis in libraries <ul><li>What are wikis and how do they work? </li></ul><ul><li>simple websites that can be created and edited by many authors </li></ul><ul><li>users can always add new information and edit previous submissions </li></ul><ul><li>allow their users to compare previous versions of its pages </li></ul><ul><li>users can track who wrote or edited what and when </li></ul><ul><li>A well-known example of wiki is Wikipedia, a collaborative online encyclopedia. </li></ul><ul><li>Wiki space types: </li></ul><ul><li>public </li></ul><ul><li>protected </li></ul><ul><li>Private </li></ul><ul><li>Wiki tools </li></ul><ul><li>PB Wiki, Jot Spot, Wet Paint, PM Wiki, Media Wiki, WikiSpaces </li></ul>
  7. 7. How are wikis used in libraries <ul><li>Librarians use wikis in many ways: </li></ul><ul><li>subject guides </li></ul><ul><li>policy manuals </li></ul><ul><li>for project planning </li></ul><ul><li>resource listings </li></ul><ul><li>as a library instruction resource </li></ul><ul><li>professional collaborative websites </li></ul>
  8. 8. <ul><li>Library instructions and wikis </li></ul><ul><li>Web 2.0 technologies introduce a new quality in delivering library instructions </li></ul><ul><li>A number of school libraries offer online tutorials encompassing animation programming, streaming audio and video, coupled with interactive quizzes and handouts for downloading ( PRIMO ). </li></ul><ul><li>Web-based tutorials are very convenient because they are available any time and students can study at their own pace. A drawback is that students have no opportunity to interact with the instructor or with other students. </li></ul><ul><li>This shortcoming of web-based tutorials can be solved by introducing wikis as a platform for creating library instruction materials. </li></ul>
  9. 9. <ul><li>THE WEATHER PROJECT </li></ul><ul><li>Central ideas: </li></ul><ul><li>school library is an extended classroom, a technology reach environment offering to students a great variety of resources in different formats </li></ul><ul><li>Web 2.0 attitude and technologies can effectively support PYP curriculum framework by helping students to become active learners and encouraging them to learn in collaboration with others </li></ul><ul><li>linking up information literacy with children’s literature has a strong effect on children’s learning motivation </li></ul><ul><li>helping students to develop skills that will encourage them to learn beyond their classroom and beyond the limits of formal education </li></ul>
  10. 10. <ul><li>Key questions </li></ul><ul><li>Reading and discussing the story </li></ul><ul><li>What is the idea behind the story The Thundercake by Patricia Polacco? </li></ul><ul><li>How is the story organized? </li></ul><ul><li>What did students like in the story The Thundercake ? </li></ul><ul><li>Information resources about weather </li></ul><ul><li>What kind of information resources we need to research about weather? </li></ul><ul><li>How to use nonfiction books? </li></ul><ul><li>How to use encyclopedias? </li></ul><ul><li>How to decide whether a website is good and useful? </li></ul><ul><li>New information technologies </li></ul><ul><li>What is wiki and how to use it? </li></ul><ul><li>What are podcasts? </li></ul><ul><li>How to create an MP3 file with Audacity? </li></ul>
  11. 11. <ul><li>What do we want for students to learn? </li></ul><ul><li>(specific expectations) </li></ul><ul><li>literary work appreciation, and to understand that a good story can be a starting point for further inquiry </li></ul><ul><li>to acquire information literacy skills: use wiki, search information resources, evaluate website, create audio files </li></ul><ul><li>to learn and generate new knowledge </li></ul><ul><li>in collaboration with others </li></ul><ul><li>to participate in project development </li></ul>
  12. 12. Learning with wiki <ul><li>Wiki project participants </li></ul><ul><li>year 3 students in Library Club in KJS - Hong Kong </li></ul><ul><li>All the students except one were ESL children </li></ul><ul><li>No previous experience in web publishing. </li></ul><ul><li>Software used in the project </li></ul><ul><li>Wikispaces </li></ul><ul><li>it is offered for free for educational purpose in K-12 schools. </li></ul><ul><li>easy to use </li></ul><ul><li>contains a history page </li></ul><ul><li>contains email and a discussion page that allows users to put comments </li></ul><ul><li>page RSS feeds </li></ul><ul><li>Has a capability to imbed audio, video or any other multimedia file </li></ul><ul><li>an option to import a blog entry </li></ul><ul><li>Includes usage statistics </li></ul><ul><li>can be arranged that only invited members can edit the content. </li></ul>
  13. 13. <ul><li>Implementation </li></ul><ul><li>The project offered 2 types of activities for students: </li></ul><ul><li>Literary activities, connected to the story </li></ul><ul><li>information literacy activities </li></ul><ul><li>Literary and literacy contents and activities were interwoven and they support each other during the project </li></ul>
  14. 14. <ul><li>Activities related to the story </li></ul><ul><li>1. Reading the story about weather </li></ul><ul><li>discussing the story elements: setting, characters, problem, solution </li></ul><ul><li>writing the story elements into a worksheet </li></ul><ul><li>introducing Audacity </li></ul><ul><li>Audacity – recording thoughts about the story </li></ul><ul><li>2. Searching for other stories about weather in KJS Library </li></ul><ul><li>brainstorming key words connected to weather </li></ul><ul><li>3. Learning the parts of a book </li></ul><ul><li>Parts of a book </li></ul><ul><li>4. Creating a list of stories - bibliography: </li></ul><ul><li>students used worksheets with bibliographical data </li></ul><ul><li>students learned how to use the Citationmaker </li></ul>
  15. 15. <ul><li>Collecting information resources on weather </li></ul><ul><li>Nonfiction books </li></ul><ul><li>How to search nonfiction books – PowerPoint lesson </li></ul><ul><li>creating a list of nonfiction books about weather in KJS Library </li></ul><ul><li>Encyclopedias </li></ul><ul><li>Searching encyclopedias – PowerPoint lesson </li></ul><ul><li>creating a list of encyclopedias with information about weather </li></ul><ul><li>Internet </li></ul><ul><li>How to find a good website – PowerPoint lesson </li></ul><ul><li>How can you tell it’s for real - exercise </li></ul><ul><li>testing websites on Weather by using a Web detective worksheet </li></ul>
  16. 16. <ul><li>Inquiry about thunderstorm </li></ul><ul><li>In the story The Thundercake by P. Polacco the grandma advises the little girl to count seconds between lightning and the sound of thunder to be able to guess how faraway a thunderstorm is. Students were surprised by this statement and wanted to know if it was true and why. </li></ul><ul><li>Inquiry questions </li></ul><ul><li>What is a thunderstorm? </li></ul><ul><li>Why do we see lightning first and hear thunder afterwards? </li></ul><ul><li>How do we know how far away a thunderstorm is? </li></ul>During the inquiry students used resources like nonfiction books and the Internet, made notes and formulated answers and explanations. They presented their finding in Wikispaces.
  17. 17. <ul><li>Creating a podcast Thunderstorm </li></ul><ul><li>Students prepared a script and recorded audio by using Audacity </li></ul><ul><li>In the podcast Thunderstorm children explain the elements of the story The Thundercake by P. Polacco, talk about their inquiry about thunderstorm and tell jokes about weather. </li></ul>LibraryZone: Thunderstorm <ul><li>Story writing </li></ul><ul><li>discussion about the story structure </li></ul><ul><li>creating a basic story structure by using a worksheet </li></ul><ul><li>writing a story about fear of thunderstorm </li></ul>Students stories (click the icon) (click the icon)
  18. 18. <ul><li>Students’ self-assessment </li></ul><ul><li>What did they learn? </li></ul><ul><li>how to use wiki </li></ul><ul><li>how to record an audio file (Audacity) </li></ul><ul><li>parts of a nonfiction books </li></ul><ul><li>how to know if a website is good or not </li></ul><ul><li>What they liked, and what they didn’t like? </li></ul><ul><li>creating hyperlinks </li></ul><ul><li>sending messages </li></ul><ul><li>recording with Audacity </li></ul><ul><li>writing stories </li></ul><ul><li>What grade would they give themselves? </li></ul><ul><li>The highest! </li></ul>Evaluation
  19. 19. <ul><li>Observation during the lessons </li></ul><ul><li>students enjoyed the story and discussed the story elements </li></ul><ul><li>collaborated inside a group but there was no inter-group collaboration </li></ul><ul><li>once the work was published students didn’t make any changes </li></ul><ul><li>used messaging to contact each other and the librarian for instructions in using wiki </li></ul><ul><li>rarely used discussion space </li></ul><ul><li>asked questions (what is a thunderstorm?) and suggested other activities (story writing) </li></ul><ul><li>history page showed that all students were not equally active </li></ul><ul><li>considered their work as a group effort and success </li></ul><ul><li>worked also during the recess time and from home </li></ul><ul><li>Students enjoyed recording the audios with Audacity </li></ul>
  20. 20. <ul><li>Analysis of students’ final work </li></ul><ul><li>Students’ work is displayed on 4 wiki pages: </li></ul><ul><li>Thunder Cake Stories by students Weather fiction books Information resources </li></ul><ul><li>The textual part is done by students (librarian inserted pictures) </li></ul><ul><li>Information resources page is a good resource for unit of inquiry about weather </li></ul><ul><li>Stories are short but well structured </li></ul><ul><li>List of fiction books about weather is useful for the weather unit of inquiry (teachers borrowed some books for classroom reading) </li></ul><ul><li>Thunder Cake page shows students’ feedback to the story </li></ul>
  21. 21. <ul><li>Conclusion for the Weather project </li></ul><ul><li>Instructional practices </li></ul><ul><li>children’s story was a good introduction to the project </li></ul><ul><li>wiki is a useful instructional tool for teaching information literacy </li></ul><ul><li>students still have to learn to manage wikis to make use of it in its full potential </li></ul><ul><li>library is a platform for collaborative and personalized learning </li></ul><ul><li>Learning </li></ul><ul><li>students acquired new information literacy and other skills </li></ul><ul><li>students worked collaboratively on the project, asked questions, participated in planning project activities </li></ul><ul><li>learning was personalized, students picked project tasks according to their interests and skills </li></ul><ul><li>students had the opportunity to work on the project at any place and any time they found convenient </li></ul>
  22. 22. <ul><li>Skills development </li></ul><ul><li>research skills (how to use nonfiction books, encyclopedias and the Internet) </li></ul><ul><li>critical thinking skills (how to decide if a website is good) </li></ul><ul><li>decision-making (made decisions about division of labor in the project) </li></ul><ul><li>communication skills (worked collaboratively on a project, learned how to use wiki) </li></ul><ul><li>Practical benefits (in PYP discourse called “action”) </li></ul><ul><li>Year 3 teachers used some of the resources created be students in their everyday classroom work </li></ul><ul><li>they checked out books from the collection of stories about weather and read them in classroom: </li></ul><ul><li>used nonfiction books about weather for practicing research skills </li></ul>
  23. 23. Conclusion <ul><li>IB curriculum is officially described as “ inquiry -based” and “ resource -based”, and this already makes the library essentially involved in the whole process of teaching and learning. </li></ul><ul><li>I showed here some illustrations of the role that the school library can play in the implementation of the IB program. </li></ul><ul><li>There are many more contributions that the library can offer, which are made by other librarians or are waiting to be explored in the future. </li></ul><ul><li>It would be a pity if these opportunities were missed or forgotten in the development of the curriculum, as they apparently sometimes are. </li></ul><ul><li>For instance, in the new and very comprehensive document Making the PYP happen: A curriculum framework for international primary education the search for the word “library” gives the result “total instances found: 0”. </li></ul>
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