Collective Impact through STEM for National Youth Serving OrganizationsGabrielle Lyon
This presentation was part of a workshop facilitated by Gabrielle Lyon for a convening of representatives from five national youth-serving organizations: YMCA, Big Brothers Big Sisters, Girls Inc, 4-H and Boys and Girls Clubs. The organizations are considering a national collective impact project centered on bringing STEM to underrepresented youth and increasing the number of young people they serve.
This document discusses the concept of school autonomy and networking. It provides examples of networks of model schools from international experience, including the Networked Learning Communities in England and federations of schools. School autonomy is most effective when coupled with accountability measures like external exams. The document advocates for a broader framework for school transformation that considers intellectual, social, spiritual, financial, and governance capital. Networks are important for schools to share knowledge, address common problems, and pool resources as schools take on more autonomy. Further research is still needed to fully understand the impact of school networking.
This document discusses the concept of school autonomy and networking. It provides examples of networks of model schools from international experience, including the Networked Learning Communities in England and specialized school networks. School autonomy is most effective when combined with accountability measures like external exams. The document concludes that while networking is an important strategy for improving schools, further research is still needed to fully understand its impact.
The document summarizes Diplomas Now, a comprehensive school turnaround model. It received a $30 million federal grant and $6 million private match to implement the model in 60 high-poverty middle and high schools across 10 districts, reaching 57,000 students. The goal is to achieve 80% graduation rates and reduce the number of students entering high school below grade level by 66% through early identification of at-risk students and providing intensive academic and social-emotional supports. Initial results from the first year of implementation showed improvements in keeping students on track to graduate.
The document summarizes three tools used by Grand Valley State University Libraries to assess student learning and integrate information literacy skills into the curriculum:
1) SAILS is a standardized assessment tool that measures students' information literacy skills and allows GVSU to benchmark against other institutions.
2) The ILCC document defines the library's core competencies and provides a framework for collaboration across campus on information literacy.
3) The Research Guidance Rubric is used to evaluate research assignments and collaborate with faculty on integrating key skills into coursework.
Virginia Tech's First Year Experiences program supports first-year students through various pathways and programs. It began as an accreditation expectation and aims to provide a collaborative, discipline-based environment using e-portfolios and assessments. Key elements include collaborative learning, institutional commitments, discipline-focused curriculum, and assessments aligned with essential learning outcomes. The program involves various faculty, departments, and partners across campus to provide customized instruction and support through initiatives like peer mentoring, first-year seminars, and academic advising. Assessment data shows the program helps with student transition, retention, and career preparation by developing skills like problem-solving and critical thinking.
Czerniewicz the big questions responses to flexible futures january 2015Laura Czerniewicz
This document summarizes discussions from the Flexible Futures 2015 conference on institutional responses to changes in higher education brought about by digital technologies. Key questions that were raised include how to address issues of inequality in strategic planning, what understandings of digital technologies are held, how to manage change at research universities, and how to build digital literacies for all students. Ensuring online education enhances contact higher education and serves South Africa's social and economic needs was emphasized.
Kamala Kanta Sahoo is seeking a career opportunity where he can utilize his analytical skills and experience in finance and accounting. He has over 5 years of experience working in accounts payable and receivable for Green Valliey Industries Ltd in Kolkata. He holds an Industrial Accountant Course certification and Bachelor's in Commerce. Sahoo has strong skills in SAP FICO and knowledge of MS Office applications. He is proficient in accounts payable, receivable, statutory compliance, and reporting functions.
Collective Impact through STEM for National Youth Serving OrganizationsGabrielle Lyon
This presentation was part of a workshop facilitated by Gabrielle Lyon for a convening of representatives from five national youth-serving organizations: YMCA, Big Brothers Big Sisters, Girls Inc, 4-H and Boys and Girls Clubs. The organizations are considering a national collective impact project centered on bringing STEM to underrepresented youth and increasing the number of young people they serve.
This document discusses the concept of school autonomy and networking. It provides examples of networks of model schools from international experience, including the Networked Learning Communities in England and federations of schools. School autonomy is most effective when coupled with accountability measures like external exams. The document advocates for a broader framework for school transformation that considers intellectual, social, spiritual, financial, and governance capital. Networks are important for schools to share knowledge, address common problems, and pool resources as schools take on more autonomy. Further research is still needed to fully understand the impact of school networking.
This document discusses the concept of school autonomy and networking. It provides examples of networks of model schools from international experience, including the Networked Learning Communities in England and specialized school networks. School autonomy is most effective when combined with accountability measures like external exams. The document concludes that while networking is an important strategy for improving schools, further research is still needed to fully understand its impact.
The document summarizes Diplomas Now, a comprehensive school turnaround model. It received a $30 million federal grant and $6 million private match to implement the model in 60 high-poverty middle and high schools across 10 districts, reaching 57,000 students. The goal is to achieve 80% graduation rates and reduce the number of students entering high school below grade level by 66% through early identification of at-risk students and providing intensive academic and social-emotional supports. Initial results from the first year of implementation showed improvements in keeping students on track to graduate.
The document summarizes three tools used by Grand Valley State University Libraries to assess student learning and integrate information literacy skills into the curriculum:
1) SAILS is a standardized assessment tool that measures students' information literacy skills and allows GVSU to benchmark against other institutions.
2) The ILCC document defines the library's core competencies and provides a framework for collaboration across campus on information literacy.
3) The Research Guidance Rubric is used to evaluate research assignments and collaborate with faculty on integrating key skills into coursework.
Virginia Tech's First Year Experiences program supports first-year students through various pathways and programs. It began as an accreditation expectation and aims to provide a collaborative, discipline-based environment using e-portfolios and assessments. Key elements include collaborative learning, institutional commitments, discipline-focused curriculum, and assessments aligned with essential learning outcomes. The program involves various faculty, departments, and partners across campus to provide customized instruction and support through initiatives like peer mentoring, first-year seminars, and academic advising. Assessment data shows the program helps with student transition, retention, and career preparation by developing skills like problem-solving and critical thinking.
Czerniewicz the big questions responses to flexible futures january 2015Laura Czerniewicz
This document summarizes discussions from the Flexible Futures 2015 conference on institutional responses to changes in higher education brought about by digital technologies. Key questions that were raised include how to address issues of inequality in strategic planning, what understandings of digital technologies are held, how to manage change at research universities, and how to build digital literacies for all students. Ensuring online education enhances contact higher education and serves South Africa's social and economic needs was emphasized.
Kamala Kanta Sahoo is seeking a career opportunity where he can utilize his analytical skills and experience in finance and accounting. He has over 5 years of experience working in accounts payable and receivable for Green Valliey Industries Ltd in Kolkata. He holds an Industrial Accountant Course certification and Bachelor's in Commerce. Sahoo has strong skills in SAP FICO and knowledge of MS Office applications. He is proficient in accounts payable, receivable, statutory compliance, and reporting functions.
This document discusses the author's journey from studying musicology to pursuing computer science and their current interest in returning to the artistic side of music. It describes how the author was initially attracted to computer music because computers could perfectly execute complex musical calculations. They invested in both music composition and programming. Their programming skills led to an offer of a PhD in computer science, which they accepted on their mentor's advice. Now with a strong background in computer science but feeling out of place among colleagues with no interest in beauty, the author's plan is to build a portfolio of personal artistic projects to help facilitate a step back toward the artistic side of music.
El artículo describe el diseño instruccional como un factor clave en el desarrollo de materiales educativos para la modalidad de e-learning. Explica que el diseño instruccional es un proceso sistemático que define los lineamientos y guía las etapas de desarrollo de programas educativos, asegurando que estén alineados con el modelo pedagógico de la institución. También presenta el modelo ADDIE, que incluye las etapas de análisis, diseño, desarrollo, implementación y evaluación,
Handling Ihnarmonic Series with Median-Adjustive TrajectoriesMatthieu Hodgkinson
This document summarizes a new method for analyzing inharmonic instrumental tones called Median-Adjustive Trajectories (MAT). The method exploits an equation that relates the inharmonicity coefficient to the frequencies and numbers of any two partials from an inharmonic series. It estimates the frequencies of the first two prominent peaks to calculate an initial inharmonicity coefficient. This is then used along with the partial frequencies in iterative steps to estimate subsequent partial frequencies, refining the coefficient at each step. The estimates are based on medians of arrays calculated from the relevant equations to improve accuracy. The method allows efficient analysis of inharmonic spectra without exhaustive searches over parameter ranges.
Health Benefits of Gardens in Hospitals
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
This document provides an overview of concepts related to strategic planning and project management. It discusses topics such as SWOT analysis, the TOWS matrix, PEST analysis, Porter's five forces, the value chain, product lifecycles, the Boston matrix, and measurement frameworks like the balanced scorecard. It also outlines keys to successful strategic planning like goal setting, implementation, communication, and evaluation. For project management, it describes processes, the process chain, and risk analysis. The document is intended to help organizations develop strategic plans and manage projects effectively.
This one sentence document does not provide enough context or information to create an accurate 3 sentence summary. The document contains only one word without any other details.
Este documento resume una práctica de laboratorio sobre la intoxicación por cobalto. La práctica involucra la administración de una solución de hidrato de cobalto a una rata y la observación de sus reacciones. Luego se realizan reacciones químicas en las entrañas de la rata para identificar la presencia de cobalto, las cuales dan resultados positivos. La rata muere a los 28 minutos tras la administración, demostrando la toxicidad del cobalto.
Kamran Khan is seeking a job opportunity and provides his contact information and objective. He has completed his B.Sc with a second class and is waiting for his M.Sc final results in Organic Chemistry. His qualifications include Matriculation with a B grade in 2007, Intermediate with a C grade in 2009, and a B.Sc with a second class. He has one year of computer operator experience and six months of experience in a quality assurance lab, as well as internships in two pharmaceutical companies.
O documento discute as características do desenvolvimento físico e mental de crianças e adolescentes e como isso deve ser levado em consideração no contexto da iniciação esportiva. Ele aborda estágios do desenvolvimento, atividades apropriadas em diferentes idades, a importância do jogo e diversão, e os riscos da competitividade precoce.
This document discusses the role of school libraries as learning centers. It argues that school libraries should serve as pedagogical centers that facilitate inquiry-based learning through access to quality information. The role of the school librarian is described as a teacher and co-teacher who works with classroom teachers to develop curriculum standards and life skills through inquiry-centered instruction. Several principles are outlined, including the importance of reading and literacy development, viewing the library as a learning commons, and employing an inquiry-based pedagogy.
Internships in education support programs that impact how people learn and contribute to a community's progress. Education internships offer rewarding opportunities to influence learning at all levels from nature-based programs for children with special needs to policy work in Washington D.C. Interns in education work in a variety of roles as researchers, writers, marketers, activists, and communicators across many sectors focused on building new learning tools and education policies. The Department of Education internship program exposes students to working in various departments on education policy and in the federal government, allowing interns to request specific work assignments and departments.
Dr. TJ Farler presented on the future of education. He discussed challenges like global competition, outsourcing of jobs, and lack of an educated workforce in the US. He also discussed opportunities like using new technologies to customize learning for each student. Farler emphasized that educators need more time for planning collaborative lessons incorporating students' use of technology. Overall, he argued that the most important factor is engaging teachers and students through collaborative, challenging, and inquiry-based learning that cultivates curiosity.
This document discusses the benefits of educational internships. Internships support programs that impact how people learn and interact with the world. As an education intern, you have the opportunity to influence learning at all levels from young students to graduate programs. Internships in education offer roles as researchers, writers, marketers, and communicators. Interns can focus on their areas of expertise while working to build new learning tools and education policies to inspire further impact. The Department of Education internship program exposes students to educational policy work and experience in the U.S. federal government across various offices.
This presentation provides an overview of student affairs and related topics. It begins with learning outcomes, which are to obtain contextual understanding of student affairs, frame current issues, and share views through discussion. It then discusses definitions of wisdom and viewing things with a "blank slate." The historical role of student affairs shifted from disciplinarian to educator. Student affairs is now a profession with standards and associations. Functional areas of student affairs are reviewed. Principles of good practice emphasize active learning and community. Assessment models like Astin's I-E-O are presented. Challenges facing higher education like funding and metrics are discussed. The presentation concludes with questions about the future of student affairs and collaboration with academic affairs.
This document summarizes the agenda and topics discussed at a division meeting at the University of Carolina in September 2014. The meeting included welcoming new employees, reflecting on accomplishments in the past year, and discussing the university's mission and strategic priorities. It also addressed ensuring student success through retention, graduation rates, employment outcomes and developing lifelong learners. Concerns were raised about whether higher education is facing a "crumbling paradigm" and the meeting discussed strategies for adapting to changing performance criteria and student needs through learning organizations and understanding student perspectives.
Keynote Presentation at the IT Sligo UDL Conference Frederic Fovet may 26Frederic Fovet
While there have been bold developments in the use of Universal Design for Learning (UDL) in the post-secondary sector over the last ten years on both sides of the Atlantic, much of these efforts have focused on showcasing the pedagogical benefits of its implementation. This discourse has remained a little naïve when it comes to management of change and organizational leadership. In the worst case scenarios, naivety has given way to actual clumsiness, which has been counter-productive in getting buy-in from faculty.
This session will explore the challenges and opportunities of UDL implementation across post-secondary campuses and give full consideration to the numerous organizational variables which impact this process. It will argue that many of the UDL initiatives witnessed in Higher Education over the years have been doomed to stagnation or to a process of slow death because there has been a lack of strategic reflection at the start of these processes. It is an opportune time to learn from these lessons, and to devise blue prints for the strategic management of UDL integration that acknowledge the complexity of the post-secondary landscape.
A new dramatic set of variables now affects this process of implementation: the COVID-19 crisis has irretrievably changed the realities of Higher Education and its modus operandi. It would be unrealistic to hope to ever return to a pre-pandemic ‘normal’, and in many ways the COVID crisis has been the catharsis for radical changes which had been a long time coming in a destabilized, hyper-competitive, and mostly unsustainable landscape. This complex and charged climate will appear, to many, as rife with hurdles when it comes to UDL implementation. The last year and a half has indeed seen a shift back to medical model practices and a loss of ground for may inclusion advocates. It will nevertheless be argued in the presentation that the COVID pandemic has also offered unprecedented opportunities to position UDL as a sustainable framework well suited to the post-pandemic reality.
This document provides an overview of trends shaping the future of learning and personalized education. It introduces the Future of Learning framework developed by 2Revolutions (2Rev), an education design lab. 2Rev works to design and launch new learning models and catalyze conditions for them to thrive. The document discusses trends fueling a shift toward personalized learning, including growth in technology, policy changes, cognitive science advances, and economic pressures. It provides examples of innovative models incorporating personalization, such as School of One, Summit Public Schools, and New Tech Network. Adaptive and game-based learning tools are also profiled. The future envisions an integrated ecosystem supporting lifelong learning across various settings.
This document provides information about the New Era Learning Centre, including its mission, facilities, student support services, workshops, fees, acceptance policies, and timetable. The centre is committed to preparing students academically and developing well-rounded individuals. It offers affordable tuition, audio-visual teaching methods, regular tests and exams, a winter carnival, project help, a library, and career workshops. Students must maintain high attendance and adhere to conduct rules. The fees increase with each class from Rs. 13,000 to Rs. 19,000 but discounts are available. Classes are held Monday to Saturday following the given timetable.
STEAM: Roadmap to a Successful Educational Technology ProgramHatch Early Learning
This document provides guidance on developing a successful educational technology program for early learners. It discusses starting with early learners and taking a STEAM approach. The document outlines four key ideas to bring together in a program: research findings, program philosophy, best practices, and local evaluation. It provides tips for finding reputable research, staying true to program philosophy, determining best practices, evaluating technology appropriately, and conducting local evaluation. The overall message is that educational technology needs to be implemented intentionally based on research and the needs of the specific program and learners.
This document discusses the author's journey from studying musicology to pursuing computer science and their current interest in returning to the artistic side of music. It describes how the author was initially attracted to computer music because computers could perfectly execute complex musical calculations. They invested in both music composition and programming. Their programming skills led to an offer of a PhD in computer science, which they accepted on their mentor's advice. Now with a strong background in computer science but feeling out of place among colleagues with no interest in beauty, the author's plan is to build a portfolio of personal artistic projects to help facilitate a step back toward the artistic side of music.
El artículo describe el diseño instruccional como un factor clave en el desarrollo de materiales educativos para la modalidad de e-learning. Explica que el diseño instruccional es un proceso sistemático que define los lineamientos y guía las etapas de desarrollo de programas educativos, asegurando que estén alineados con el modelo pedagógico de la institución. También presenta el modelo ADDIE, que incluye las etapas de análisis, diseño, desarrollo, implementación y evaluación,
Handling Ihnarmonic Series with Median-Adjustive TrajectoriesMatthieu Hodgkinson
This document summarizes a new method for analyzing inharmonic instrumental tones called Median-Adjustive Trajectories (MAT). The method exploits an equation that relates the inharmonicity coefficient to the frequencies and numbers of any two partials from an inharmonic series. It estimates the frequencies of the first two prominent peaks to calculate an initial inharmonicity coefficient. This is then used along with the partial frequencies in iterative steps to estimate subsequent partial frequencies, refining the coefficient at each step. The estimates are based on medians of arrays calculated from the relevant equations to improve accuracy. The method allows efficient analysis of inharmonic spectra without exhaustive searches over parameter ranges.
Health Benefits of Gardens in Hospitals
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
This document provides an overview of concepts related to strategic planning and project management. It discusses topics such as SWOT analysis, the TOWS matrix, PEST analysis, Porter's five forces, the value chain, product lifecycles, the Boston matrix, and measurement frameworks like the balanced scorecard. It also outlines keys to successful strategic planning like goal setting, implementation, communication, and evaluation. For project management, it describes processes, the process chain, and risk analysis. The document is intended to help organizations develop strategic plans and manage projects effectively.
This one sentence document does not provide enough context or information to create an accurate 3 sentence summary. The document contains only one word without any other details.
Este documento resume una práctica de laboratorio sobre la intoxicación por cobalto. La práctica involucra la administración de una solución de hidrato de cobalto a una rata y la observación de sus reacciones. Luego se realizan reacciones químicas en las entrañas de la rata para identificar la presencia de cobalto, las cuales dan resultados positivos. La rata muere a los 28 minutos tras la administración, demostrando la toxicidad del cobalto.
Kamran Khan is seeking a job opportunity and provides his contact information and objective. He has completed his B.Sc with a second class and is waiting for his M.Sc final results in Organic Chemistry. His qualifications include Matriculation with a B grade in 2007, Intermediate with a C grade in 2009, and a B.Sc with a second class. He has one year of computer operator experience and six months of experience in a quality assurance lab, as well as internships in two pharmaceutical companies.
O documento discute as características do desenvolvimento físico e mental de crianças e adolescentes e como isso deve ser levado em consideração no contexto da iniciação esportiva. Ele aborda estágios do desenvolvimento, atividades apropriadas em diferentes idades, a importância do jogo e diversão, e os riscos da competitividade precoce.
This document discusses the role of school libraries as learning centers. It argues that school libraries should serve as pedagogical centers that facilitate inquiry-based learning through access to quality information. The role of the school librarian is described as a teacher and co-teacher who works with classroom teachers to develop curriculum standards and life skills through inquiry-centered instruction. Several principles are outlined, including the importance of reading and literacy development, viewing the library as a learning commons, and employing an inquiry-based pedagogy.
Internships in education support programs that impact how people learn and contribute to a community's progress. Education internships offer rewarding opportunities to influence learning at all levels from nature-based programs for children with special needs to policy work in Washington D.C. Interns in education work in a variety of roles as researchers, writers, marketers, activists, and communicators across many sectors focused on building new learning tools and education policies. The Department of Education internship program exposes students to working in various departments on education policy and in the federal government, allowing interns to request specific work assignments and departments.
Dr. TJ Farler presented on the future of education. He discussed challenges like global competition, outsourcing of jobs, and lack of an educated workforce in the US. He also discussed opportunities like using new technologies to customize learning for each student. Farler emphasized that educators need more time for planning collaborative lessons incorporating students' use of technology. Overall, he argued that the most important factor is engaging teachers and students through collaborative, challenging, and inquiry-based learning that cultivates curiosity.
This document discusses the benefits of educational internships. Internships support programs that impact how people learn and interact with the world. As an education intern, you have the opportunity to influence learning at all levels from young students to graduate programs. Internships in education offer roles as researchers, writers, marketers, and communicators. Interns can focus on their areas of expertise while working to build new learning tools and education policies to inspire further impact. The Department of Education internship program exposes students to educational policy work and experience in the U.S. federal government across various offices.
This presentation provides an overview of student affairs and related topics. It begins with learning outcomes, which are to obtain contextual understanding of student affairs, frame current issues, and share views through discussion. It then discusses definitions of wisdom and viewing things with a "blank slate." The historical role of student affairs shifted from disciplinarian to educator. Student affairs is now a profession with standards and associations. Functional areas of student affairs are reviewed. Principles of good practice emphasize active learning and community. Assessment models like Astin's I-E-O are presented. Challenges facing higher education like funding and metrics are discussed. The presentation concludes with questions about the future of student affairs and collaboration with academic affairs.
This document summarizes the agenda and topics discussed at a division meeting at the University of Carolina in September 2014. The meeting included welcoming new employees, reflecting on accomplishments in the past year, and discussing the university's mission and strategic priorities. It also addressed ensuring student success through retention, graduation rates, employment outcomes and developing lifelong learners. Concerns were raised about whether higher education is facing a "crumbling paradigm" and the meeting discussed strategies for adapting to changing performance criteria and student needs through learning organizations and understanding student perspectives.
Keynote Presentation at the IT Sligo UDL Conference Frederic Fovet may 26Frederic Fovet
While there have been bold developments in the use of Universal Design for Learning (UDL) in the post-secondary sector over the last ten years on both sides of the Atlantic, much of these efforts have focused on showcasing the pedagogical benefits of its implementation. This discourse has remained a little naïve when it comes to management of change and organizational leadership. In the worst case scenarios, naivety has given way to actual clumsiness, which has been counter-productive in getting buy-in from faculty.
This session will explore the challenges and opportunities of UDL implementation across post-secondary campuses and give full consideration to the numerous organizational variables which impact this process. It will argue that many of the UDL initiatives witnessed in Higher Education over the years have been doomed to stagnation or to a process of slow death because there has been a lack of strategic reflection at the start of these processes. It is an opportune time to learn from these lessons, and to devise blue prints for the strategic management of UDL integration that acknowledge the complexity of the post-secondary landscape.
A new dramatic set of variables now affects this process of implementation: the COVID-19 crisis has irretrievably changed the realities of Higher Education and its modus operandi. It would be unrealistic to hope to ever return to a pre-pandemic ‘normal’, and in many ways the COVID crisis has been the catharsis for radical changes which had been a long time coming in a destabilized, hyper-competitive, and mostly unsustainable landscape. This complex and charged climate will appear, to many, as rife with hurdles when it comes to UDL implementation. The last year and a half has indeed seen a shift back to medical model practices and a loss of ground for may inclusion advocates. It will nevertheless be argued in the presentation that the COVID pandemic has also offered unprecedented opportunities to position UDL as a sustainable framework well suited to the post-pandemic reality.
This document provides an overview of trends shaping the future of learning and personalized education. It introduces the Future of Learning framework developed by 2Revolutions (2Rev), an education design lab. 2Rev works to design and launch new learning models and catalyze conditions for them to thrive. The document discusses trends fueling a shift toward personalized learning, including growth in technology, policy changes, cognitive science advances, and economic pressures. It provides examples of innovative models incorporating personalization, such as School of One, Summit Public Schools, and New Tech Network. Adaptive and game-based learning tools are also profiled. The future envisions an integrated ecosystem supporting lifelong learning across various settings.
This document provides information about the New Era Learning Centre, including its mission, facilities, student support services, workshops, fees, acceptance policies, and timetable. The centre is committed to preparing students academically and developing well-rounded individuals. It offers affordable tuition, audio-visual teaching methods, regular tests and exams, a winter carnival, project help, a library, and career workshops. Students must maintain high attendance and adhere to conduct rules. The fees increase with each class from Rs. 13,000 to Rs. 19,000 but discounts are available. Classes are held Monday to Saturday following the given timetable.
STEAM: Roadmap to a Successful Educational Technology ProgramHatch Early Learning
This document provides guidance on developing a successful educational technology program for early learners. It discusses starting with early learners and taking a STEAM approach. The document outlines four key ideas to bring together in a program: research findings, program philosophy, best practices, and local evaluation. It provides tips for finding reputable research, staying true to program philosophy, determining best practices, evaluating technology appropriately, and conducting local evaluation. The overall message is that educational technology needs to be implemented intentionally based on research and the needs of the specific program and learners.
The document discusses the importance of employability in higher education. It provides definitions of employability from various sources and perspectives. It also outlines the steps Birmingham City University (BCU) is taking to embed employability in the student experience, including making employability skills explicit in degree programs, providing work-related experiences for all students, and supporting staff development through programs like the Master of Education.
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
QUT aims to increase participation in higher education through a widening participation program. The program focuses on raising awareness, aspirations, affordability, achievement, and access. It engages with students as early as primary school through activities to spark interest in further education. In high school, students are empowered to make choices through career guidance activities and learning about pathways. The program also strengthens partnerships within the community and provides resources for teachers, advisers and organizations to support students' career development. While the program faces challenges around funding, competition and changes in other sectors, its goals are to build students' confidence in making informed decisions about their futures.
Northwest ISD is using ePortfolios to prepare students for college and careers. The district developed a "Profile of a Graduate" outlining skills like literacy, digital skills, problem solving, and collaboration. Students create ePortfolios in Google Sites to collect artifacts demonstrating their skills and reflect on their learning. Teachers facilitate the process and students take ownership of their portfolios. The ePortfolios allow students to showcase their work and development to potential employers or colleges.
Avoiding Extinction: Re-Skilling the 21st Century Academic LibrarianClaire Sewell
Presentation given at Dawson Day 2018 looking at the background of those working in scholarly communication and how academic librarians can ensure that they and their skills remain relevant in the future.
Are you future ready? Preparing students for living and working in a digital ...Jisc
Many colleges and universities recognise they need to adopt a whole-institution approach to equip students with the skills, confidence and experience they need for the modern workplace.Technology is critical in helping students to develop and communicate these skills, but are universities and colleges making best use of it?
In this session we will explore what employers are really looking for; and how a university and college are using innovative approaches to best preparing their students to meet those needs.
This document summarizes a presentation given by Lynn Blanchard on community engaged scholarship. It discusses the development of competency-based faculty development programs to support community engaged scholarship. It provides examples of programs developed at UNC-Chapel Hill, including a Faculty Engaged Scholars Program that provides training, funding, and peer support to faculty to improve their community engaged scholarship skills over a two-year period. Evaluation found improvements in competencies and outcomes like new partnerships and funding resulting from these programs. The presentation advocates for continued efforts to develop faculty capacity and reward community engaged scholarship.
UNT Transfer Center Presentation #UNTAdv12UCAN at UNT
The Trials and Tribulations of Transfers: What We Know and What We Can Offer
UNT Advising Conference 2012
#UNTAdv12
Presented by Melissa McGuire, UNT Transfer Center
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Pengantar Penggunaan Flutter - Dart programming language1.pptx
From School Libraries to Learning Centres
1. Gen Next : From School
Li brari es t o Learni ng Cent ers
Dr Ross J Todd
Cent er f or Int ernat i onal Schol arshi p i n School
Li brari es ( CISSL)
School of Communi cat i on & Inf ormat i on
Rut gers, The St at e Uni versi t y of New Jersey
rt odd@rut gers. edu www. ci ssl . rut gers. edu
www. t wi t t er. com/RossJTodd
www. f acebook. com/RossJTodd
YouTube Channel : Ci SSL Tal ks
9. The Maki ng of Dreams: What ’ s
Trendi ng?
• Educat i onal preparedness of young peopl e f or
l i vi ng and worki ng?
• Transf ormat i on of i nf ormat i on provi si on & access:
di gi t al devi ces / mobi l e t echnol ogy
• Changi ng cul t ure of readi ng / l i t eracy i n di gi t al
envi ronment s
• New t echnol ogy f ront i ers f or l earni ng: vi rt ual
l earni ng worl ds, onl i ne school i ng, vi rt ual gami ng
• Creat i ve pedagogi es cent eri ng on i nf ormat i on-
based i nqui ry & devel opment of i nt el l ect ual
engagement and i nt el l ect ual ri gor i n l earni ng
• The ongoi ng cl osure of school l i brari es:
quest i ons of f ut ure, f unct i on, f ormat ,
f aci l i t i es, f undi ng
• Changi ng arena of cont ent publ i shi ng / del i very:
apps- dri ven cont ent del i very; quest i ons cent eri ng
10. Is t hi s t he School Li brary of t he
Fut ure?
11. J. F. Kennedy’ s Dream
“The probl ems of t he worl d
cannot possi bl y be sol ved
by skept i cs or cyni cs
whose hori zons are l i mi t ed
by t he obvi ous real i t i es.
We need men ( and women! )
who can dream of t hi ngs
t hat never were”.
12. Fundament al Quest i ons …
Digital Youth. Information Worlds. School Library Future
Creative Technologies. Inquiry Learning. School Futures
19. 19
“With the school library
literally the heart of the
educational program, the
students of the school have
their best chance to
become capable and
enthusiastic readers,
informed about the world
around them, and alive to
the limitless possibilities
of tomorrow.” Mary Gaver,
1958
Gaver, M. Every child needs a
school library. Chicago, ALA,
1958
Gaver, M. Effectiveness of
Centralized Library Service in
Elementary Schools. Rutgers
University, 1963
Mary Gaver: 50 Years of Research
20. “The l i brary i s not a
sarcophagus of dead t hought s
but a l i vi ng sci ence”
Raul Proença
21. One Common Goal : St udent Learni ng
New Jersey Research St udy
300 pages 180 pages
22. One Common Goal : St udent Learni ng
New Jersey Research St udy
• The overal l research agenda ( Phases 1 and 2)
seeks:
• ( a) t o const ruct a pi ct ure of t he st at us of
New Jersey’ s school l i brari es i n t he
educat i onal l andscape of New Jersey;
Inf ormat i onal , Transf ormat i onal , Format i onal
• ( b) t o underst and t he cont ri but i on of qual i t y
school l i brari es t o educat i on i n New Jersey;
• ( c) t o underst and t he cont ext ual and
prof essi onal dynami cs t hat enabl e school
l i brari es t o cont ri but e si gni f i cant l y t o
educat i on i n New Jersey, and
• ( d) t o make recommendat i ons t o NJ
st akehol ders t o devel op a sust ai ned and l ong
t erm program of capaci t y bui l di ng and
23. Sampl e: Phase 1
• 765 respondent s
• 30% of publ i c school
l i brari es of NJ
( based on NJ DOE
school di rect ory)
• Publ i c 739 ( 97%) ;
Pri vat e 26 ( 3%) ;
Chart er 0 ( 0%)
• 728 ( 95%) were
prof essi onal
l i brari ans
• Vol unt ary onl i ne
survey, 103 quest i ons
24. Key Charact eri st i cs
• 84. 5% st at e cert i f i ed school
l i brari ans
• 52. 5% have some l evel of
support st af f , more l i kel y i n
hi gh school s
• 70. 9% responsi bi l i t y f or
t echni cal hardware support ,
not j ust i n school l i brary
• Hi gh l evel s of cooperat i ons,
coordi nat i ons and
i nst ruct i onal col l aborat i ons
- 19, 320 cooperat i ons ( av
27)
- 11, 179 coordi nat i ons ( av
15)
25. Key Fi ndi ngs: Phase 1
• Hi gh l evel s of
i nst ruct i onal
col l aborat i ons
• Ri ch cont ri but i on t o t he
i nt el l ect ual l i f e of t he
school
• From i nf ormat i on
l i t eracy t o a
t ransl i t eracy f ramework
( engagement wi t h medi a
f or knowl edge
product i on)
• Focus on devel opment of
i nt el l ect ual agency
• Prof essi onal devel opment
of t eachers
26. NJ Research St udy: Phase 2
• Exami ned 12 school s whose l i brari ans report ed
hi gh l evel s of col l aborat i on wi t h t eachers i n
Phase 1 survey of t he st udy.
• Focus groups i n t he school s were compri sed of
t he school pri nci pal , t he school l i brari an, and
cl assroom t eachers, i ncl udi ng speci al i st s such
as speci al needs and l i t eracy t eachers. The
f ocus groups addressed t he f ol l owi ng t hemes:
• Theme 1: In what ways does t he school support
l earni ng t hrough t he school l i brary?
• Theme 2: In what ways, i f any, does t he school
l i brary cont ri but e t o l earni ng?
• Theme 3: What do st udent s l earn t hrough t hei r
i nt eract i on and engagement wi t h t he school
l i brary?
• Theme 4: How do you envi si on t he f ut ure of
27. Common Educat i onal Bel i ef s
• A powerf ul and pervasi ve bel i ef t hat school
l i brari es are “part of t he way we do t hi ngs here”
• Whol e school val ues l earni ng and worki ng
col l aborat i vel y
• Focus on qual i t y t eachers and ef f ect i ve t eachers
• Val ue compl ex i nf ormat i on capabi l i t i es and expert
use of medi a and t echnol ogy t o bui l d cont ent
knowl edge
• Val ue compet enci es t hat enabl e cri t i cal t hi nki ng
and probl em sol vi ng, communi cat i on and
col l aborat i on, and creat i vi t y and i nnovat i on
• Vi si on and l eadershi p of school pri nci pal s who
see t he uni que l earni ng opport uni t i es provi ded
t hough t he school l i brary, despi t e t he cost , and
have t he courage t o make a f i nanci al commi t ment
t o t he school l i brary
• Pri nci pal s acknowl edged t hat t hei r school
l i brari ans had an i mpact on t eachi ng and l earni ng
28. School Li brary as a Learni ng cent er
• For st udent s, t he pri mary f ocus of SL i s on
bui l di ng capaci t y f or cri t i cal engagement
wi t h i nf ormat i on and produci ng knowl edge
( not f i ndi ng “st uf f ”)
• For f acul t y, SL i s a cent er of l earni ng
i nnovat i on, experi ment i ng wi t h t echnol ogy and
i nf ormat i on; enhanci ng t eachi ng ski l l s usi ng
i nf ormat i on and t echnol ogy; i nt egrat i on of
mul t i pl e medi a
• The rol e of t he school l i brari an as co-
t eacher i s t he most powerf ul dynami c i n t he
sust ai nabi l i t y of school l i brari es
• Teachers recogni ze t he i nst ruct i onal
expert i se of school l i brari ans and act i vel y
seek out t hi s expert i se, and consi st ent l y
29. School Li brari es, School Cul t ure and
Learni ng
• The l i brary serves as a l earni ng t ool t o
support every avenue of educat i on rat her t han
… a mi croscope j ust support i ng bi ol ogy or a
chal kboard j ust support i ng not e t aki ng. So
t he l i brary becomes more al l - encompassi ng as
a t ool t hat support s l earni ng. ( Language Art s
Supervi sor)
• I see l earni ng cul t ure i s made here and of t en
unmade i n t he cl assrooms bel ow! ( School
Pri nci pal )
• I act ual l y see (t he school l i brary) as a
t ransf ormat i ve pl ace. When ki ds come i nt o
t hi s l i brary t hey underst and t hat i t i s a
pl ace where you respect l earni ng. ( Soci al
St udi es Teacher)
• A school t hat val ues i t s l i brari es, val ues
educat i on ( Teacher)
30. The Pedagogy of t he School
Li brary
• Inqui ry- based i nst ruct i on i mpl ement ed t hrough
i nst ruct i onal t eams
• Mut ual i t y of worki ng t owards one common goal –
enabl i ng core curri cul um cont ent st andards
• Gi ves emphasi s t o i nt el l ect ual agency f or devel opi ng
deep knowl edge and underst andi ng
• Bui l ds exci t ement , i nt erest and mot i vat i on f or
l earni ng: engagement t hrough i nf ormat i on
• Engages st udent s as cont ent provi ders who work on-
and of f - l i ne t o produce creat i ve product s
• St aged process of i nqui ry- based l earni ng; st udent s
are not l ef t t o t hei r own devi ces t o undert ake
subst ant i al research proj ect s
• School l i brary port rayed as a common ground across
t he school f or meet i ng i ndi vi dual and speci al needs
• Li t eraci es i ncl ude vi sual l i t eracy, pri nt l i t eracy,
medi a l i t eracy, di gi t al l i t eracy, and t echnol ogi cal
l i t eraci es –best descri bed as t ransl i t eraci es
32. The Transliteracy Research Group at De
Montfort University, Leicester, UK
“the ability to read, write and interact across a
range of platforms, tools and media from
signing and orality through handwriting, print,
TV, radio and film, to digital social networks”
33. School Li brari ans as Co- t eachers
• Pri nci pal s are wi l l i ng t o support t he
acqui si t i on of resources f or t he school
l i brary wi t h an adequat e budget because
t hey percei ve t he school l i brari an as a
good t eacher who act i vel y engages i n
curri cul um pl anni ng and i nst ruct i on
• Teachers expressed deep emot i on about how
school l i brari ans hel ped t hem t o be bet t er
t eachers.• Principals recognize the
need to provide
professional
development for SLs that
enables them to be good
teachers / good teachers
of teachers
34. • The l i brari an i s a part ner i n hel pi ng us
get ki ds t o underst and what t hey are
l earni ng … That ’ s one of t he reasons I
bel i eve you see so many t eachers usi ng t he
l i brary and so many ki ds usi ng t he
l i brary. They recogni ze t hat t hi s i s a
pl ace f or l earni ng. ( Sevent h Grade Soci al
St udi es Teacher)
• …i n t erms of cont ri but i ng t o t he l earni ng
process, t he l i brary does i t , but on t wo
di f f erent l evel s: … cont ent support but
al so ski l l s support . Somet i mes t hose
ski l l s are … more i mperat i ve t han t he
cont ent because t hey are l i f el ong ski l l s
t hat t eachers are support i ng t hrough t hei r
35. School Li brari an as Teacher of
Teachers
• Consi derabl e i n- school t rai ni ng of
t eachers, del i veri ng ef f ect i ve
prof essi onal devel opment wi t h ongoi ng
support : i nf ormat i on- l earni ng speci al i st
• Pri mari l y t akes pl ace i n i nst ruct i onal
col l aborat i ons
• Pl ays a dynami c rol e i n bui l di ng
col l aborat i ve and col l egi al rel at i onshi ps
among st af f members t hrough shari ng of
i nf ormat i on- l earni ng expert i se, i deas,
probl ems and sol ut i ons
• School l i brari es as part of a “cul t ure of
36. You Make My Worl d
It’s turned my world
upside down. I’ve
thought as I’ve never
thought before; I’ve
taught as I’ve never
taught before; and I
see kids going places
– in their minds, in
their lives and in their
goals they never
dreamed possible”
(Social Studies Teacher)
37. Do They Learn anything?
• Resource-based
capabilities
• Knowledge-based
capabilities
Reading-to-learn
capabilities
• Thinking-based
capabilities
• Learning
management
capabilities
• Personal and
interpersonal
capabilities
38. Where t o now?
• Sel l cont ri but i on t o
devel opment of
i nt el l ect ual qual i t y,
cont ri but i on t o
pedagogy of a school ;
l i brary as ri ch
l earni ng envi ronment
i n t he school
• Approaches t o
document l earni ng
out comes
• Posi t i oni ng school
l i brary as
pedagogi cal cent er
39. Di gi t al Ci t i zens
DIGITAL YOUTH INFORMATION WORLDS
ETHICAL
CREATORS OF
INFORMATION
40. Di gi t al Ci t i zenshi p: School
Insi ght s
• The i nst ruct i onal rol e of SL i s si gni f i cant
mechani sm f or t he devel opment of st udent s as
di gi t al ci t i zens
• Recogni zi ng qual i t y i nf ormat i on i n mul t i pl e
modes and across mul t i pl e pl at f orms
• Accessi ng qual i t y i nf ormat i on across di verse
f ormat s and pl at f orms
• Part i ci pat i ng i n di gi t al communi cat i on i n
col l aborat i ve, et hi cal ways t o share i deas,
work t oget her & produce knowl edge
• Usi ng sophi st i cat ed i nf ormat i on t echnol ogy
t ool s t o search, access, creat e and demonst rat e
new knowl edge Learni ng appropri at e et hi cal
approaches & behavi ors i n rel at i on t o use of
di gi t al t echnol ogi es
• Underst andi ng t he dangers i nherent i n t he use
41. Di gi t al Ci t i zenshi p t hrough Inqui ry
Learni ng
• I t hi nk t here’ s some broad assumpt i on t hat
because we’ re i n t he 21st
cent ury, peopl e
underst and t hey may underst and t hi s. …The
assumpt i on t hat ki ds know because t hey’ re
di gi t al nat i ves i s one you can’ t make.
( Supervi sor of Inst ruct i on)
• St udent s are al so l earni ng how t o be
responsi bl e onl i ne [ i n t he school l i brary]
- t eachi ng st udent s t hey’ re responsi bl e
f or what appears on t hat screen a
( Language Art s Supervi sor)
• Basi cal l y, di gi t al l i t eracy i s not an add-
on here. It ’ s i nf used [ i n i nst ruct i on]
t hrough t he school l i brary where st udent s
can access] each cont ent area of t he
school curri cul um … [ Di gi t al l i t eracy] i s
42.
43. Li t eracy Support
Reading motivation
Reading engagement
Reading fluency
Reading comprehension
Sustained reading
Strategic reading
Reading for pleasure
Reading remediation
Writing process, and
support of for conventions
of citation and writing formal
papers
Communication in spoken
and digital contexts
45. Opport uni t i es f or Engagement
• Di gi t al gami ng
• Thi nki ng di f f erent l y
about what we
pri vi l ege as readi ng
• Li t erat ure- rel at ed
programs f or st udent s
wi t h speci al needs
• Int erpret at i on of
pri nt and di gi t al
i mages; readi ng and
wri t i ng i n di gi t al ,
i mage ri ch cont ext s
46. Beyond Test Scores
• School l i brari es make l ast i ng
cont ri but i ons rat her t han
t emporal ones
• Devel opment of a range of
capabi l i t i es and di sposi t i ons
t hat can l ast a l i f e t i me and
have sal i ence beyond
school i ng and not merel y
school - based achi evement
- navi gat i ng t he i nf ormat i on
l andscape
- career ski l l s
- di gi t al ci t i zenshi p
- et hi cal behavi ors
- l i f el ong l earni ng
47. Soci al and Af f ect i ve Learni ng
• Devel opi ng communi cat i on ski l l s
• Part i ci pat i ng i n cooperat i ve t eam work -
st udent s l earn how t o l earn f rom each ot her;
• Bui l di ng sel f - est eem and sel f - ef f i cacy;
• Devel opi ng good behavi or and soci al ski l l s;
• Devel opi ng empat hy f or di verse vi ewpoi nt s;
• Devel opi ng personal management ski l l s;
• Devel opi ng onl i ne soci al processes and
communi cat i on ski l l s.
48. Qual i t i es of Ef f ect i ve School
Li brari ans
• Havi ng hi gh vi si bi l i t y as
t eachers and works t o
sust ai n t hi s as a pri ori t y
• Act i vel y bui l di ng a prof i l e
of t he school l i brary as an
act i ve l earni ng cent er
• Bei ng non- j udgment al wi t h
st udent s and t eachers
• Bui l di ng an at mosphere of
open communi cat i on
• Bei ng wi l l i ng t o go t he
ext ra mi l e t o be support i ve
of t eachi ng and l earni ng
• Bei ng soci abl e and
accessi bl e, i ncl usi ve and
wel comi ng
49. Qual i t i es of Ef f ect i ve School
Li brari ans
• Havi ng a st rong “hel p”
ori ent at i on, i . e. t hi s i s about
l earni ng, not t he l i brary!
• Focusi ng not so much on t hei r
l i brari es, but on t hei r commi t ment
t o enabl i ng mul t i pl e l earni ng
needs t o be met
• Bei ng sol ut i on- ori ent ed
• Creat i ng t he et hos of t he l i brary
t hat i s an i nvi t at i on t o
l earni ng. , a pl ace t o be, do and
become
• Havi ng hi gh expect at i ons f or
col l eagues and f or st udent s
• Li ki ng and cari ng about young
peopl e and havi ng f l exi bi l i t y i n
creat i ng a l earni ng envi ronment
t hat appeal s t o t hem;
50. … by get t i ng [ st udent s] i nvol ved i n t he
changes t o prepare t hem f or t hi s cent ury and
t he di gi t al worl d … So t hat t hey have t he
ski l l set t hat t hey need. It ’ s about process
not product . [ School l i brari ans] j umped
ri ght on t hat , so t hey were wi l l i ng t o gi ve
up t hei r [ t radi t i onal rol e] and l ook at ,
‘ What does our rol e need t o be as we move
f orward t o prepare our ki ds?’ So because
t hey have been i n t hat di scussi on f or at
l east t he l ast t wo years, I t hi nk we’ ve
benef i t ed great l y. Great l y. ( Pri nci pal )
51. School Li brary as Connect or
• The school librarian is an information broker who
connects people with resources
• Students connect curriculum learning and their
personal interests
• Teachers connect disciplines to provide a richer
interdisciplinary approach to learning
• The school library is multi-disciplinary: It is where the
disciplines meet in a real world setting;
• Teachers connect to each other to provide the best
learning experiences for students
• Students and teachers connect to the wider world of
information
• The connections are perceived to be “easy” because of
a philosophy and practice of “help” provided by the
school librarians.
• The school library connects the school and home
through technology
52. School l i brary as Surrogat e
Home
• School l i brary provi des equi t abl e access t o
resources, t echnol ogy, and i nf ormat i on /
i nst ruct i onal servi ces t hat are not avai l abl e
i n homes: an i nf ormat i on envi ronment f or al l
• Pl ace where st udent s can expl ore di verse
t opi cs, even cont roversi al t opi cs, i n pri vacy
and wi t hout i nt errupt i on
• Pl ace where st udent s know i nf ormat i on t hey
access i s t rust wort hy
• Pl ace where st udent s can ret reat and work
wi t hout i nt errupt i on and i nt ervent i on by ot her
st udent s wi t hout any ki nd of t hreat
• Pl ace where t hey can obt ai n i ndi vi dual
ment ori ng as needed wi t hout any ki nd of
53. How do Educat ors Envi si on t hei r Fut ure School
Li brari es
54. How do Educat ors Envi si on t hei r Fut ure School
Li brari es
• More space: t o devel op i nst ruct i onal
opport uni t i es; t o di f f erent i at e t o meet
di verse st udent needs
• More t echnol ogy: t o support speci f i c
cont ent needs such as: Wri t i ng l abs t o
f aci l i t at e t he wri t i ng process; Language
l abs wi t h i mmedi at e connect i ons t o
resources; More comput er space t o enhance
t ransl i t eracy experi ences
• More i nst ruct i onal col l aborat i ons: t o
meet cont ent st andards and t o provi de
si gni f i cant l i f e l earni ng experi ences f or
st udent s; t o bui l d even more wi despread
curri cul um i nt egrat i on and st rengt hen t he
56. … by get t i ng [ st udent s] i nvol ved i n t he
changes t o prepare t hem f or t hi s cent ury and
t he di gi t al worl d … So t hat t hey have t he
ski l l set t hat t hey need. It ’ s about process
not product . [ School l i brari ans] j umped
ri ght on t hat , so t hey were wi l l i ng t o gi ve
up t hei r [ t radi t i onal rol e] and l ook at ,
‘ What does our rol e need t o be as we move
f orward t o prepare our ki ds?’ So because
t hey have been i n t hat di scussi on f or at
l east t he l ast t wo years, I t hi nk we’ ve
57.
58. Key Chal l enges
• Evi dence- based
pract i ce
• Bui l di ng
part nershi ps and
t eams
• Engagi ng Web 2. 0
t ool s t o devel op
deep i nqui ry
• Re- i magi ni ng
school l i brari es
Without evidence, it is just
another opinion
Without teams, limited
capacity for change
Without Web 2.0, missed
opportunity for situating
learning in real world of kids
and emerging digital world
Vision for the future: you
create the vision. Without
vision, you walk in darkness
59. Chal l enge 1
• How does your school l i brary i mpact on
st udent l earni ng?
• How does your school l i brary hel p st udent s
l earn?
• What / how does your school l i brary add t o
personal , soci al , cul t ural and gl obal
devel opment of our st udent s?
• HOWDOES MY SCHOOL LIBRARY CONTRIBUTE TO:
- Learni ng
- Li t eracy
- Li vi ng
60. Evi dence- Based Pract i ce
• Evi dence FOR Pract i ce: usi ng research t o
i nf orm our day- t o- day pract i ce
- readi ng, t ransl i t eracy, i nf ormat i on
t echnol ogy and l earni ng, i nqui ry- based
pedagogy
• Evi dence IN Pract i ce: gat heri ng dat a f rom
our pract i ce, and usi ng dat a wi t hi n our
school s – di agnosi ng l earni ng needs,
mat chi ng col l ect i on t o curri cul um
• Evi dence OF Pract i ce: i mpact s of our
l i brari es on st udent achi evement ;
gat heri ng l ocal evi dence as wel l as
nat i onal evi dence
61. Evi dence
Inf ormat i on
o Number of cl asses i n
t he l i brary
o Number of l i brary i t ems
borrowed
o Number of st udent s
usi ng t he l i brary at
l unch t i mes
o Number of i t ems
purchased annual l y
o Number of web searches
o Number of books l ost
Knowl edge
Underst andi ng how school
l i brari es hel p ki ds
l earn: Learni ng out comes
i n t erms of
o Knowl edge out comes –
deep mast ery of
cont ent
o Cri t i cal t hi nki ng
o Knowl edge const ruct i on
o Inf ormat i on- t o-
knowl edge processes
o Inf ormat i on t echnol ogy
o Readi ng comprehensi on
and enri chment
o At t i t udes and val ues
of i nf ormat i on,
l earni ng
o Sel f concept and
personal agency
INSTRUCTIONAL
ROLE
62. School Li brari es as Verbs
"Libraries are the verbs in the content standards. Wherever verbs
such as read, research, analyze, explore, examine, compare,
contrast, understand, interpret, investigate, and find appear in the
standards, Teacher Librarians and library resources are involved."
(Oxnard Union High School District)
ht t p: / / www. ouhsd. k12. ca. us/ l mc/ ohs/ st r ongl i b/ St r o
63. Anal ysi s of st udent
bi bl i ographi es
• Di versi t y of choi ce of
sources
• Dept h / l evel s of
knowl edge
• Accuracy of ci t at i ons
• Rel evance t o l earni ng
t ask
• Focus of Inqui ry
• Engagi ng quest i ons
• Use of mul t i pl e f ormat s
• Engagi ng wi t h st at e- of -
t he art knowl edge –
recency / accuracy
• Reasons f or choi ce of
64. BUILDING PARTNERSHIPS
AND TEAMS
• Advocat ed as a hi gh
pri ori t y f or school
l i brari ans
• Import ant dynami c i n
st udent achi evement
• Low l evel s of
col l aborat i on are
document ed
CHALLENGE 2 3
65. Inst ruct i onal Col l aborat i on
St udy
• St udy of school l i brari an- t eacher
col l aborat i on, 2004- 2006
• 85 school l i brari ans ( 65%) and 45 t eachers
( 35%)
• To devel op a deeper underst andi ng of
cl assroom t eacher- school l i brari an
i nst ruct i onal col l aborat i ons:
- t hei r dynami cs, processes, enabl ers,
barri ers, i mpact on l earni ng out comes
- t hei r rol e i n cont i nuous i mprovement and
school change
66. What part i ci pant s hoped t he st udent s woul d gai n
t hrough t he col l aborat i on
Teachers
• st udent s t o devel op
knowl edge of
curri cul um cont ent
• i ncreased
i nf ormat i on
l i t eracy ski l l s;
cri t i cal t hi nki ng;
probl em sol vi ng
• Increased dept h and
bet t er qual i t y of
l earni ng
School Li brari ans
• st udent s t o devel op
a bet t er percept i on
of t he l i brary and
t he l i brari an
• Teachers val ue t he
work of t he school
l i brari an
Common Goals?
KNOWLEDGE
OUTCOMES
67.
68. Shared Learni ng Teams
• “Occupat i onal Invi si bi l i t y” ( Hart zel l ) Do
not see dept h, breadt h and i mport ance of
what TLs cont ri but e t o t eachi ng and l earni ng
f l exi bl e t eam approach; al l i ances f or
shared l earni ng
- Al l i ances wi t hi n / out si de school
- Inst ruct i onal expert i se
- Subj ect expert i se
- Techni cal expert i se
- Readi ng / Li t eracy expert i se
- St udent expert i se
69. Teams - “Don’ t Wat er Rocks”
• Pri nci pal ?
• Technol ogy l eader?
• Mat hs t eacher? Ot her t eachers
• Curri cul um coordi nat or?
• School counsel or?
• Li t eracy / readi ng speci al i st
• Speci al needs t eacher?
• Parent organi zat i on?
• Communi t y expert s?
• Publ i c l i brary / museum expert s?
• Teen soci al net workers?
• Educat i on syst em l eaders?
70. Learni ng Commons: Chel msf ord Hi gh
SchoolGill St Bernards NJ School Library
71.
72. Engagi ng Web 2. 0 t ool s t o devel op
deep i nqui ry
Archi t ect ure of part i ci pat i on and
knowl edge creat i on
Opport uni t i es t o engage wi t h t ool s of
knowl edge bui l di ng: bl ogs and onl i ne
di ari es, wi ki s, podcast s, vi deobl ogs,
cont ent creat i on mechani sms,
syndi cat ed cont ent f eeds,
f ol ksonomi es and user t aggi ng
Di gi t al curat i on
CHALLENGE 3
73.
74. Turni ng on t he Li ght s
• Educat i onal Leadershi p ( March 2008, Vol 65,
No. 6)
• Marc Prensky “Turni ng on t he Li ght s” P. 40
- 45
• Poweri ng down i n school – not j ust devi ces,
but brai ns
• “It ’ s t hei r af t er- school educat i on, not
t hei r school educat i on, t hat ’ s prepari ng our
ki ds f or t hei r 21st
cent ury l i ves – and t hey
know i t ” ( p. 41)
• “When ki ds come t o school , t hey l eave behi nd
t he i nt el l ect ual l i ght of t hei r everyday
l i ves and wal k i nt o t he darkness of t he ol d
75. Web 2. 0 Tool s
• Bl oggi ng: l ogs / j ournal s/ di ari es on t he
i nt ernet ; chronol ogi cal , si ngl e aut horshi p;
mul t i pl e f orms, wi t h pl ug- i ns ( wi dget s) f or
mi xi ng of cont ent , l i nks
• Wi ki s: col l aborat i ve, edi t abl e wri t i ng
spaces: col l ect i ve knowl edge
• Podcast i ng: di st ri but i ng compressed audi o
across i nt ernet ; screencast i ng, vi deocast i ng
• RSS: Real Si mpl e Syndi cat i on / Ri ch Si t e
Summary: f eed of cont ent col l ect ed and
organi zed t hrough aggregat ors
• Soci al Net worki ng; Soci al Bookmarki ng
SCHOOL LIBRARIES AS SAFE SPACES FOR
EXPERIMENTING WITH IDEAS AND TECHNOLOGY
76. Di gi t al Curat i on
• Di gi t al cont ent i s
capt ured f or l ong- t erm
use and i t s i nt egri t y
assured
• Researchers can f i nd and
use di gi t al cont ent f or
secondary anal ysi s
• Di gi t al cont ent i s
avai l abl e i n an
appropri at e f orm f or t he
desi gnat ed communi t y
• Di gi t al cont ent i s
secured i n onl i ne, near-
l i ne, and of f l i ne st orage
• Di gi t al cont ent i s st ored
i n preservabl e f ormat s
f or current and f ut ure
77. RE- IMAGINE SCHOOL LIBRARIES
“The l i brary i s not a sarcophagus
of dead t hought s but a l i vi ng
sci ence”
CHALLENGE 4
78. Re- i magi ni ng School Li brari es
• Need t o ret hi nk t he school l i brary as t he
school ’ s physi cal and vi rt ual i nf ormat i on-
t o- knowl edge commons where l i t eracy,
i nqui ry, t hi nki ng, i magi nat i on, di scovery,
and creat i vi t y are cent ral t o st udent s’
l earni ng i n al l curri cul um areas
• Provi de i nt el l ect ual and soci al t ool s
across t hese mul t i pl e envi ronment s and
medi a t o f ost er creat i vi t y, knowl edge
creat i on and product i on, bot h i ndi vi dual
and col l aborat i ve, and t o f ost er t he
i nt el l ect ual , soci al and cul t ural growt h of
our young peopl e
• 24/7 envi ronment vs t he “pl ace” paradi gm
- commons vs hub vs l earni ng cent er vs
79. Re- Imagi ni ng School Li brari es
• Li brary spaces desi gned f or col l aborat i ve
l earni ng and knowl edge creat i on, i nnovat i on,
shari ng and communi cat i on
• Fl exi bl e workspace cl ust ers:
col l aborat i ons, t eams
• Fl exi bl e col l ect i ons
• Wi rel ess t echnol ogy / surf ace comput i ng /
mul t i pl e HD wi de pl asma screens
• Sel f - hel p graphi c servi ces, col our i magi ng,
audi ovi sual edi t i ng, col l aborat i ve
product i on, knowl edge represent at i on and
present at i on sof t ware
• Physi cal desi gns: f unct i onal i t y,
sophi st i cat i on, creat i vi t y, i nspi rat i on
• 24/7 envi ronment : support t he knowl edge
80. Re- Imagi ne School Li brari es:
Exampl e
• Dat a/Inf o Commons - t he ref erence col l ect i on,
bui l di ng background knowl edge, bot h physi cal and
vi rt ual ref erence
• Knowl edge Commons – i n- dept h resources t arget ed
t o deep l earni ng across t he curri cul um
( f l exi bl e col l ect i on)
• Lei sure Commons – di verse f ree- choi ce readi ng,
l i st eni ng st at i ons, i Pod zone, e- zi nes and e-
books
• Net worki ng Commons – col l aborat i ve spaces wi t h
wal l s of f l at screen moni t ors f or st udent s t o
creat e, share, compare, di spl ay
• Tech Commons – f or smal l and l arge group
i nst ruct i on, i nf ormat i on searchi ng
• Col l ect i ve Commons – f l exi bl e di scussi on group
spaces
91. Li ve Your Dreams
You cannot dream
yoursel f i nt o a
charact er: you must
hammer and f orge
yoursel f i nt o one.
Go conf i dent l y i n
t he di rect i on of
your dreams. Li ve
t he l i f e you have
i magi ned.
Henry Davi d Thoreau