The document discusses the transition of a school library into a learning commons. It describes how the learning commons model focuses on collaboration, creativity, and community rather than just finding information. It outlines how the program was built, including working with teachers, holding events, and designing the facility around the new program. The learning commons has been successful, with participation in programs and a welcoming space for both students and faculty. It concludes by discussing how technology and communication have changed and how buy-in from the community was crucial to the transition.
3D Museums: tactile learning, greater accessGeorge Oates
Here are the slides for a presentation I gave at Faro's "Heritage, virtual and augmented" conference in Brussels in November 2016.
http://www.faronet.be/kalender/erfgoed-virtueel-en-augmented
3D Museums: tactile learning, greater accessGeorge Oates
Here are the slides for a presentation I gave at Faro's "Heritage, virtual and augmented" conference in Brussels in November 2016.
http://www.faronet.be/kalender/erfgoed-virtueel-en-augmented
Presented by Olivia Neilson and Holly Godfree, TL's from the ACT. Provides a repertoire of very practical action-based ideas and resources for things you can do to advocate for yourself and the wider profession.
3D Museums: tactile learning, greater access (with presenter notes)George Oates
Here are the slides for a presentation I gave at Faro's "Heritage, virtual and augmented" conference in Brussels in November 2016.
http://www.faronet.be/kalender/erfgoed-virtueel-en-augmented
The letter of gratitude attached includes a positive appraisal on my use of social media to generate campus-wide awareness for the laptop charger loan initiative I worked on with the University Librarians.
EVERYDAY COLLABORATION:THE LIBRARY AS A HUB FOR COMMUNITY ACTIVITYGregoryBem
A slideshow used at the CLAMS Spring 2016 conference, held at Bellevue College. The presentation was a response to the theme: "Celebrating library workers and our value in our communities."
Presented by Olivia Neilson and Holly Godfree, TL's from the ACT. Provides a repertoire of very practical action-based ideas and resources for things you can do to advocate for yourself and the wider profession.
3D Museums: tactile learning, greater access (with presenter notes)George Oates
Here are the slides for a presentation I gave at Faro's "Heritage, virtual and augmented" conference in Brussels in November 2016.
http://www.faronet.be/kalender/erfgoed-virtueel-en-augmented
The letter of gratitude attached includes a positive appraisal on my use of social media to generate campus-wide awareness for the laptop charger loan initiative I worked on with the University Librarians.
EVERYDAY COLLABORATION:THE LIBRARY AS A HUB FOR COMMUNITY ACTIVITYGregoryBem
A slideshow used at the CLAMS Spring 2016 conference, held at Bellevue College. The presentation was a response to the theme: "Celebrating library workers and our value in our communities."
Make It Your Own: Design A Makerspace for ALL WMS 2014 GaETC presentationWendy Cope
Presentation for Georgia Ed Tech Conference (GaETC)held 11/7/14 in Atlanta Georgia. Discover how to infuse your Makerspace with principles from the Stanford University Design School and how to help kids understand that THEY MATTER! Presented by Wendy Cope and Mark Smith, Woodstock Middle School (GA)
Istant Report Open Space Technology sul tema: Sviluppo, sostenibilità e partecipazione. Quale unità di apprendimento?
Attività realizzata nell'ambito dei Laboratori per l’educazione alla partecipazione ai processi di sviluppo territoriale organizzati dall'Associazione Italiana Insegnanti di Geografia (sez. interp.Lecce-Brindisi), l'Università del Salento in collaborazione dell'USP Lecce e Brindisi. Destinatari: docenti della scuola primaria, secondaria di primo e secondo grado.
Tijdens dit ShareCafé focussen we ons op SharePoint. Samenwerken van overal is helemaal niet complex, wanneer je vertrouwt op de mogelijkheden van deze tool. Weg met versiebeheer en documenten op een lokale server. Aan de hand van praktische cases van Orbit One en onze klanten, leer je hoe je via technische configuratie en de juiste opleidingen heel snel intern en extern kan samenwerken. We bekijken hoe je eenvoudig deze andere manier van samenwerken kan aanreiken aan je team, je klanten, projectgroepen, …
Janson Hews - The importance of the student voice within Museums - Museums Au...Janson Hews
Working together with students as co-creators of exhibitions and content in the Museum can produce a rich source of creativity, critical thinking and ultimately an ‘other’ voice for the public to hear about issues facing them and wider society.
In today’s increasingly participatory Museum environment there is the need to be more inclusive of audience voices. In particular, is the importance of championing the student voice and the opportunities that exist for greater collaboration. Students need to feel that they have a voice in order to participate and engage in the complex world around them. Museums, through their exhibitions and programs have the opportunity to more effectively collaborate with students and education stakeholders and provide them with a platform to express their feelings and aspirations in a critical and creative way. The Powerhouse Museum has enjoyed a long history of student-based exhibition which have gone on to become permanent fixtures, such as the annual DesignTECH exhibition, showcasing the best of the state’s Major Design Projects. The Museum is working more extensively to provide the public with an ‘other’ voice not always heard in public forums, such as evidenced with the recent 2012 Koori Art Expressions exhibition, in which students from years K-12 have produced artworks in response to this year’s NAIDOC theme – The Tent Embassy.
The reason why this initiative is significant is that the education audience are key Museum stakeholders, which in many instances are an untapped resource of creativity and critical thinking which can be harnessed through working together more effectively. The motivation to further champion this student voice is recognising the transformative role of students as future agents of change, through fostering these critical and creative skills.
Many people say not to work with animals or children however this presenter disagrees altogether with the latter. This presentation will provide delegates with an insight into what has worked at the Museum in collaborating with students and education stakeholders to produce exhibitions and content as well as highlight some of the challenges which exist.
Educational Priorities for the 21st CenturySam Gliksman
The current rate of technology advance, coupled with the rapid growth of the Internet, is revolutionizing society and the ways in which we communicate, connect and learn. In order to remain relevant, schools need to revise their educational objectives and prepare students with skills for a life of continual change and re-learning.
(Re)Discovering Inquiry In and Through the School Library: the FOSIL Model, b...Luisa Marquardt
Darryl Toerien, Head of the Smallbone Library at Oakham School (UK) and Originator of FOSIL and the FOSIL Group, presents the FOSIL Model for information literacy education through inquiry learning.
Abstract
School librarianship in the UK faces a number of pressing challenges that combine to leave individual school librarians in the dwindling number of schools that have libraries at the mercy of school-level administrators, most of whom have neither theoretical nor experiential understanding of the value that a properly staffed and funded school library programme adds to the education of our children. And then there is COVID-19, which transforms this pressing and complex challenge into a very real existential threat.
Against this backdrop, the author’s attempts to make his school library integral to learning and teaching, rather than peripheral (or unnecessary), resulted in FOSIL, or Framework Of Skills for Inquiry Learning. FOSIL, which remains an unfolding inquiry, is heavily indebted to the work of Barbara Stripling, culminating in the Empire State Information Fluency Continuum, and Carol Kuhlthau, culminating in Guided Inquiry Design. This paper is an introduction to and overview of FOSIL, and concludes with some thoughts on the potential contribution of FOSIL school librarianship in the UK.
“One Library Per Village” is a revolutionary notion, and when people don’t have free access to books and internet , then communities are like radios without batteries. You cut people off from essential sources of information — mythical, practical, linguistic, political — and you break them.
The Dramatic Travellers Journal: Legacies and Illuminations Sue Davis
Keynote Presentation by Susan Davis, at the Drama Queensland State Conference 21March, 2014 Brisbane at Queensland Theatre Company.
For more information and presentation notes see http://neomemoriatechnica.wordpress.com/2014/03/23/drama-education-legacies-and-journeys/
Dr Susan Davis
Dramatic Pedagogue and Woman of Letters
CQUniversity, Noosa
s.davis@cqu.edu.au
Presentation by Esther Tyson
principal of a secondary school in Jamaica for the panel presentation/discussion on the conference subtheme of collaboration and support
Similar to From Library to Learning Commons NESLA (20)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
4. questions and challenges for today defining the future of school libraries in the times of: educational change technological change funding reductions Valerie Diggs 1/16/2010
5. In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists. - Eric Hoffer
7. learning commons as defined by program facility school community Valerie Diggs 1/16/2010
8. a learning commons… is a place of teaching and learning group work collaboration professional development creativity change inquiry communication community Valerie Diggs 1/16/2010
9. and is not… a place designed primarily for finding information a place where students only come to use the copy machine a place where the “librarian” is in charge a place where students are greeted with rules as they enter a place where bookshelves with outdated material fill open space Valerie Diggs 1/16/2010
42. Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The new literacies almost all involve social skills developed through collaboration and networking. Jenkins, Henry. Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. 2006. Valerie Diggs 1/16/2010
91. Tomorrow’s library will not be literally a library without walls and, for the foreseeable future, it will certainly not be a library without books. —John Rayoa Valerie Diggs 1/16/2010
Hello – My name is Valerie Diggs and I am here to tell you a story. My story is one of transformation, the transformation of the Chelmsford High School Library to the Chelmsford High School Learning Commons.First, let me tell you something about my background. I am a former classroom teacher who has been in the field of school librarianship since 1991. I have served at all levels, and am currently the Director of School Libraries for the District of Chelmsford, as well as the Department Head of Libraries for all grade levels. I have an almost impossible job. I began my work at Chelmsford High School in 2001. At the time, I inherited a tired library facility and even more tired library program. I had my work cut out for me. With a student population of 1850 students, and approximately 140 staff members, it took me awhile to build relationships based on trust, respect, and professional expertise. Which brings me to the question of library vs. learning commons. What is the difference and how do you get from library to learning commons??
We must create programs and spaces that support not only our professional goals, but those of the institutions that house us. This can only be accomplished by creating a “service” oriented environment that adapts and adopts new pedagogies, educational trends, and supports the larger goals of our organizations.Keep abreast of new technologies, be the first to present them to your teachers and administrators, and fight for the use of networked media. Become an online presence and expand your knowledge of information finding beyond the traditional databases to include Twitter, blogs, wikis, nings, etc. Be connected and have an online presence.Funding and budgets are tight – adapt, adopt, and survive. Evolve and grow, and you will not become obsolete. we need to move beyond what Joyce Valenza calls the grocery store model – where our students and staff come to us to just get “stuff”. We must be the place where students use the “stuff” they find to create meaning and new knowledge, to ask questions that are theirs and theirs alone. In the minds of many staff members, any computer lab can be used for research and for finding “stuff” – we need to be the places where creativity sparks new ideas and new creations.
The descriptors Learning Commons, Information Commons, Knowledge Commons, have been used in institutions of higher education for approximately ten to twelve years as these institutions began to think of new ways to attract students to work in what they formerly called libraries. Why the change? Students were being lost to the computers they brought to campus, to online resources, and to the comfort and casualness of their dorm rooms and lounge areas. Why go to the library, where they were asked to be quiet, where cell phones were prohibited, where computing was tied to desktops, and mobile devices that accessed the Internet were banned. When they were thirsty and hungry, they had to head for the cafeteria or local fast food joint.Changes needed to be made in the vision, mission, and programmatic direction of these spaces. Slowly, many schools of higher education became enamored with the idea that by creating spaces that were appealing to students, giving them a place where they felt comfortable working, could exchange ideas freely, use mobile technology, work collaboratively, and have a snack or drink when they wanted, they could attract and keep many more students.These ideas and philosophical parameters for the use of libraries has slowly trickled down to schools educating our students in grades K-12. From David Loerstcher to Ross Todd and others, the idea of a “commons” area in schools has begun to build momentum.
During this session, I will be talking about the learning commons model as defined by: Program, facility, and community (both the school community and the community in which the school resides, whether it is town, city, or another form of community). It is essential to discuss the concept of a learning commons in the context of all three:as a solid program, a facility design that works, and the support of the community are the cornerstones of a successful learning commons model.The definition of “Learning Commons” can be complex, as the terminology can mean many different things in different spaces and schools.
Program comes first. A Learning Commons is not defined solely by facility design, but largely by the programs that the space and the staff in that space provide for their users. You might ask, “If I renovate my school library, or build a new school library, can’t I call it a Learning Commons? You can. However, stop and ask yourself what really makes a school library a Learning Commons.The answer is program and function. What happens in that space, who controls what happens, and who in the community is involved provide the foundation for a true Learning Commons. Is your space the center of teaching and learning? Do students come to not only find “stuff” but collaborate, network, and produce products based on the transformation of information and data into knowledge? Is your space one that can be described as the center of community in your school? Do you contribute to school culture? Is learning happening not only with students, but for staff through professional development? Is your signage friendly and thought-provoking, or do you have rules posted for students as they enter??