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Pedagogy and School Libraries


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School libraries are at the heart of a new digital learning nexus. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. The challenges we face are equally creative as they are complex. What is your focus for tomorrow?

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Pedagogy and School Libraries

  1. SCHOOL OF INFORMATION STUDIES CHARLES STURT UNIVERSITY Pedagogy & School Libraries Judy O’Connell 29 March 2017
  3. "Vile and Unspeakable" flickr photo by ewixx shared under a Creative Commons (BY-NC-ND) license
  4. The final volume in an acclaimed trilogy (A Gentle Madness and Patience & Fortitude) focuses on efforts to preserve books and other printed matter from the ravages of deterioration, destruction and obsolescence. Even the most ancillary data have the power to fascinate: who knew, for example, that the Roman emperor Claudius was also probably the last scholar fluent in the language of the ancient Etruscans?
  5. What is OUR Challenge?
  6. Anthony 6
  7. but wait…most of my division came from Youtube?
  8. Challenge
  9. Eisenstadt (a Gutenberg scholar): the book did not take on its own form until 50 years after it was invented by Gutenberg. Printing was originally called "automatic handwriting." [horseless carriage]
  10. "Gutenberg Parenthesis” where are we now?
  11. The Web at 28+ Overall verdict: “The internet has been a plus for society and an especially good thing for individual users”
  12. Trends in knowledge construction and participatory culture nature and scope of knowledge
  13. Three challenges for the web, according to its inventor In an open letter to mark the web’s 28th birthday, Tim Berner’s Lee outlined issues he says need to be solved for it to “fulfil its true potential as a tool which serves all of humanity.”
  14. 1) We’ve lost control of our personal data 2) It’s too easy for misinformation to spread on the web Trends in knowledge construction
  15. 3) Political advertising online needs transparency and understanding Trends in participatory culture
  16. Teach children how to spot fake news. ……… then get on with the rest!
  17. William Gadoury, 15, compared satellite images supplied by the Canada Space Agency with Google Maps of the area in the Yucatan Peninsula in Mexico. He decided on his search location using this theory that the Mayans built their cities to correspond with various constellations of stars.
  18. to the internet YOU are a person of interest!
  19. Facebook knows all kinds of stuff about you and your weird little preferences—from personal details you offer directly to preferences based on your clicks and likes (which can often do a better job of describing you than your friends can). And some of that information is made available to developers. data-for-surveillance/
  20. What Algorithms Want We depend on—we believe in —algorithms to help us get a ride, choose which book to buy, execute a mathematical proof. It’s as if we think of code as a magic spell, an incantation to reveal what we need to know and even what we want.
  21. Voice interaction – the ability to speak to your devices, and have them understand and act upon whatever you’re asking them We’re ushering in an entirely new era of faceless computing
  22. In this globally connected context school libraries are more important than ever "Connected" flickr photo by omran.jamal shared under a Creative Commons (BY) license
  23. a new learning nexus digital
  24. The great challenge of a digital education is meeting the connected creative needs of students who have grown up in the digital era, and at the same time meeting the expectations of teachers and parents who haven’t!
  25. Global perspectives on information literacy GlobalPerspectives_InfoLit.pdf • Describe the connection between information literacy and student learning from your position or perspective. • What is your teaching philosophy? • How do you use theory to improve student learning in your classroom? • What standards/frameworks/models/learning theory/ pedagogy or specific paradigms do you most often use for inspiration in your teaching? • Why do you turn to these models? What makes them useful?
  26. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. We need new forms of education. We need to reform our learning institutions, concepts, and modes of assessment for our age. Now, anyone with access to the World Wide Web can go far beyond the passive consumer model to contribute content on the Web. Remember Anthony and William?
  27. Mozilla web literacy
  28. •Knowing the trends in knowledge construction and participatory culture. •Knowing how to leverage social media and new media channels of communication. •Using a diversity of content materials. Agile approaches to connected learning
  29. •An immediacy in interactions within the cohort to improve learning and understanding in the formation of knowledge. •Always embedded in a multi-disciplinary meta-literate information ecology Agile approaches to connected learning
  30. Information architecture AND digital fluency
  31. Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace. “Information absorption is a cultural and social process of engaging with the constantly changing world around us”. p47
  32. changing their reading and information encounters
  33. changing their creative encounters
  34. changing their real world opportunities The Fab Lab Network covers more than 40 countries in more than 200 labs in the world. Every Fab Lab is a potential classroom for the Fab Academy.
  35. The Robots and Dinosaurs Hackerspace meets right here in Sydney and offers a communal space where geeks and artists brainstorm ideas, play games, work on collaborative projects, and share the cost of some great tools.
  36. Lifelong engagement with digital content!
  37. The digital age student who can think critically, learn through connections, create knowledge and understand concepts should be able to actively participate in a digitally enhanced society.
  38. Participatory pedagogy Participatory pedagogies recognise the popular and cultural meanings of apps, social media and tools and the ways in which young people adapt such media in both reflexive and non-reflexive ways for their own aims and purposes.
  39. Participatory pedagogy They include such activities as learning through social networking, searching and retrieving information, researching information, using information, games, collaboration and shared interests.
  40. Participatory pedagogy Encouraging young people to become reflexive, or more reflexive, about their practices, behaviours and ethics is vital both in the development of their stance as media managers and producers and in the development of voice, agency, personalisation and an ethical stance to their own practices.
  41. In talking about the essential paradigm shift that is taking place, Stanley (2011) highlights three areas of influence: Information fluency — using search engines effectively; evaluating online information; collaborating in virtual environments, and delivering material resources online. Digital citizenship — understanding responsible and ethical use of information, and maintaining safe online practices. Digital storytelling — reading, writing and listening to books in many formats; creating, collaborating and sharing in a range of mediums. Digital influences Stanley. D.B. (2011). Change has arrived for school libraries, School Library Monthly, 27 (4)4, 45–47.
  42. • “Knowledge assembly,” building a “reliable information hoard” from diverse sources. • Retrieval skills, plus “critical thinking” for making informed judgements about retrieved information, with wariness about the validity and completeness of internet sources. • Awareness of the value of traditional tools in conjunction with networked media. • Awareness of “people networks” as sources of advice and help. • Being comfortable with publishing and communicating information as well as accessing it. Bawden, D. (2008). Chapter One: Origins and concepts of digital literacy. In Digital literacies: concepts, policies & practices (pp. 17–32). Peter Lang Publishing, Inc. Digital pedagogies
  43. Frameworks for instructional design!
  44. Media literacy nature and role of subliminal media effects “The entire process is fundamentally rhetorical: it concerns the transformation of an audience” McLuhan, E., & McLuhan, M. (2011). Theories of communication. Peter Lang. flickr photo by Striking Photography by Bo Insogna shared under a Creative Commons (BY-NC-ND) license
  45. Digital literacy “reading and writing in a digital environment, in order to position where the literacy action is taking place and that it can be authentic, multimodal, far reaching, multi-tool, and code interdependent” Chase, Z., & Laufenberg, D. (2011). Digital literacies: Embracing the squishiness of digital literacy. Journal of Adolescent & Adult Literacy, 54(7), 535–537
  46. transliteracy is not about learning text literacy and visual literacy and digital literacy in isolation from one another but about the interaction of these literacies Transliteracy Thomas, S., Joseph, C., Laccetti, J., Mason, B., Mills, S., Perril, S., & Pullinger, K. (2007). Transliteracy: crossing divides. First Monday, 12(12).
  47. Information literacy “the evolution of Web 2.0 and the revolution of social media and social networking requires a fundamental shift in how we think about information literacy” Mackey, T. P., & Jacobson, T. E. (2014). Metaliteracy: reinventing information literacy to empower learners. American Library Association.
  48. comprehensive examination approach to metacognition, multiple intelligence theory, multi- literacies, multiple literacies, transliteracy, convergence and multimodal literacy. Metaliteracy
  49. ….not intended to invoke yet another meta- or grand narrative but rather to acknowledge the fragmented and centred nature of information in the post-modern age Metaliteracy
  50. …..or any other bunch of new literacies - they ALL really matter!
  51. Each of these has a common purpose to break overall cognitive development process into parts that can more easily structure educational processes and goals, and scaffold learning and individual knowledge development.
  52. What is really at stake?
  53. Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020.
  54. Evolving Learning Landscape Current thinking about 21st century skills, and the learning experiences that support their development, are essential starting points for capacity building. A list of the workforce skills presented by Davies, et al (2011, pp. 8-12) include: • Sense-making • Social intelligence • Novel and adaptive thinking • Cross-cultural competency • Computational thinking • New-media literacy • Transdisciplinarity • Design mindset • Cognitive load management • Virtual collaboration
  55. Foundation for young Australians 2015
  56. Foundation for young Australians 2016
  57. Think critically, question fearlessly, reflect personally
  58. Sustainable learning involves a pedagogic fusion between environments, tools, formats and meta-literacy capabilities. (Mackey & Jacobson 2011) Mackey, T P and Jacobson, T E 2011, ‘Reframing information literacy as a metaliteracy’, College & Research Libraries, vol. 72, no. 1, pp. 62–78.
  59. knowledge encounters helping students broaden the scope of their information seeking
  60. In an age of information abundance learning to effectively search is one of the most important skills most teachers are often NOT teaching
  61. What’s the yellow blotch? A blog about search, search skills, teaching search, learning how to search, learning how to use Google effectively, learning how to do research. It also covers a good deal of sense making and information foraging.
  62. For several years people have been fascinated by small, robot- like figures popping up in city streets and other innocuous places. These figures, now documented in flickr pools and blog posts from cities arose the world, can be attributed to Stikman (sometimes searched for and referred to as "stickman"), an anonymous graffiti artist, sometimes perhaps going by the alias "Bob," who has been putting these images up since at least 2006. Search for 'painted yellow man robot' yielded 'stickman' for a better explanation. About 3 minutes Reply
  63. March 17, 2017 Search Challenge Why are those little images in the bottom of the urinals? What were the bowl designers thinking? (Just contemplate that for a moment: Somewhere there is a designer who designed this. What's their motivation?)
  64. SearchReSearch A blog about search, search skills, teaching search, learning how to search, learning how to use Google effectively, learning how to do research. It also covers a good deal of sensemaking and information foraging.
  65. ✴ Those who know how to “think” about search, versus those who don’t ✴ Those who know how to validate soft information, versus those who don’t ✴ Those who know how to find information in new ‘hot’ channels versus those who don’t ✴ Those who know how to get information to travel to them, versus those who still chase it.
  66. Learn about the latest additions to search so as to get the most out of Google. thestory/index.html
  67. 68 cc licensed ( BY NC ) flickr photo by Cayusa: “the first search result is clicked on twice as much as the second, and the second twice as much as the third”. Dan Russell, Google’s usability chief
  68. Rather than simply identifying a useful page, these systems try to pull the information from those pages that might be what a user is looking for, and to make this immediately apparent. More informative results?
  69. Google is undertaking a new effort to better identify content that is potentially upsetting or offensive to searchers. Search Engine Land on March 14, 2017
  70. The effort revolves around Google’s quality raters, over 10,000 contractors that Google uses worldwide to evaluate search results. These raters are given actual searches to conduct, drawn from real searches that Google sees. They then rate pages that appear in the top results as to how good those seem as answers. Quality raters do not have the power to alter Google’s results directly. A rater marking a particular result as low quality will not cause that page to plunge in rankings. Instead, the data produced by quality raters is used to improve Google’s search algorithms generally.
  71. Being flagged is not an immediate demotion or a ban
  72. FutureLab (2010) propose that being “digitally literate is to have access to a broad range of practices and cultural resources that you are able to apply to digital tools. It is the ability to make and share meaning in different modes and formats; to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes.’
  73. Create | Collate | Contribute
  76. Global Images The key goal of The Commons is to share hidden treasures from the world's public photography archives.
  77. Explore it all!
  78. Europeana enables people to explore the digital resources of Europe's museums, libraries, archives and audio-visual collections. Linked Open Data on the Web. The site currently contains metadata on 3.5 million texts, images, videos and sounds.
  79. The Scout Report is the flagship publication of the Internet Scout Research Group. Published every Friday both on the Web and by email subscription, it provides a fast, convenient way to stay informed.
  80. Evernote for Educators Digital practices
  81. Digital practices OneNote Class Notebooks have a personal workspace for every student, a content library for handouts, and a collaboration space for lessons and creative activities.
  82. The benefits of content collaboration and curation is that you don’t re- invent the wheel - you share! Create | Collate | Contribute
  83. Create | Collate | Contribute
  84. Periodic Table of QR codes on Flickr Create | Collate | Contribute
  85. Model the future! Create | Collate | Contribute
  86. Spell with Flickr Create | Collate | Contribute
  87. find fabulous guides on Flickr ready for you to use At a glance comic tutorials
  88. PhotoPin – My first stop for photo searching. Very easy to use and searches a number of sources for CC licensed photos. CC search – search for images, video and music from one search page. Handy! CC Search Beta - list-making features, and simple, one-click attribution to make it easier to credit the source of any image you discover. Flickr advanced search – Scroll to the botton of the screen and select the Creative Commons setting & “Find content to modify, adapt, or build upon” Model the future! Create | Collate | Contribute
  89. Creative Commons Creative Commons licensing allows for reuse of a image (and other intellectual content) under certain conditions. The licensing is easy to understand and having students select how they want to license their own work is a great way to get students thinking about copyright, reuse and attribution. Model the future!
  90. Creative commons licenses work as “some rights reserved rule instead of “all rights reserved” rule. Diverse set of license conditions with a range of freedoms and limitations.
  91. Feedly is a great RSS feed reader to help you monitor lots of resources quickly. Smore or Tackk works well to create newsletter types of pages where you can add new resources and news. Flipboard Magazines allow you to create collections of articles, links to resources, images, news and more. Users can subscribe and get updates in a variety of ways, depending on the source. Tumblr blog – it’s easy to add notes, photos, links to articles to a tumblr. Your audience can subscribe to update through their own tumblr account, visit it via it’s URL or via an RSS feed Diigo Groups – Bookmark items in Diigo and add items to a diigo group that your audience can subscribe to updates via email or RSS. RSS magic – Anything with an RSS feed gives you lots more options. Readers can subscribe via their own feed reader or email. And you can display updates in a widget on your web/wiki pages. Create | Collate | Contribute
  92. Pedagogy & School Libraries
  93. • Communication –sharing thoughts, questions, ideas and solutions • Curation –collecting and reflecting on what we encounter • Collaboration –working together to reach a goal –putting talent, expertise and ‘smarts’ to work • Critical thinking –looking at problems in a new way –linking learning across subjects and disciplines • Creativity –trying new approaches to get things done –innovation and invention
  94. 97
  95. "Vile and Unspeakable" flickr photo by ewixx shared under a Creative Commons (BY-NC-ND) license
  96. heyjudeonline Judy O’Connell Judy O’Connell