This document discusses how schools and libraries can work together to help students meet the demands of the Common Core standards. It notes that the standards emphasize critical thinking, literacy across all subjects, and nonfiction texts. Libraries can help by increasing their nonfiction collections, assisting students with research, and creating homework help centers. The document provides resources for teachers and librarians on the Common Core and research skills.
This document discusses the information and research needs of teens and how schools and libraries can help prepare them. It provides the following key points:
1. Surveys found that only around 60% of students feel prepared to succeed in college based on their current classes.
2. A national study found that only 20% of college students were prepared to do college-level research.
3. The Common Core standards emphasize developing strong literacy skills and the ability to read complex texts and write argumentative and explanatory texts across all subjects.
4. Resources like INFOhio databases can help students develop vital research skills needed for academic and career success.
DLAC 2020 - How Many Is Too Many: What Do We Know About Class Size and Onlin...Michael Barbour
LaBonte, R., & Barbour, M. K. (2020, February). How many is too many: What do we know about class size and online learning? A pecha kucha presentation at the Digital Learning Annual Conference, Austin, TX.
The document discusses trends in K-12 education related to online and blended learning. It notes that the percentage of students taking online courses has grown rapidly in recent years. It also outlines challenges facing the K-12 system like low graduation rates, teacher shortages, and lack of access to advanced courses. The document argues that online and blended learning can help address these challenges by providing more flexible and personalized learning opportunities for students.
This document provides an overview of Canada's post-secondary education system. It discusses that Canada has 163 universities and 183 colleges that are provincially funded and regulated. The structure of colleges varies across provinces, with some being single institutions with multiple campuses while others have multiple standalone colleges. Colleges offer certificates and diplomas, with some also offering applied degrees, while universities offer bachelor's, master's and PhD programs. The document also outlines some of the governance structures and issues facing Canada's post-secondary system, such as declining enrollment, skills shortages, aging faculty, and integrating technology.
University of Northern Iowa OTN Faculty WorkshopRajiv Jhangiani
This document discusses the rising costs of textbooks and their negative impact on students. It notes that textbook prices have increased over 800% since 1978, far outpacing inflation. The average student now spends $1,200-1,300 per year on textbooks. To cope with high costs, many students choose not to purchase required textbooks or take fewer courses. The document advocates for open textbooks as an affordable alternative. Open textbooks are available online for free under open licenses, allowing copying and revision. Studies show students learn as well or better with open textbooks compared to traditional textbooks. The document encourages readers to review and adopt open textbooks.
What's Happening with K-12 Online Learning in CaliforniaRob Darrow
The document summarizes research on K-12 online learning trends in California. It finds that enrollment in online charter schools has increased 80% in the last two years, though full-time online students only represent 0.16% of total K-12 enrollment in California. Studies show comparable achievement between online charter and traditional high school students. The document recommends adopting standard definitions and a funding model for online learning in California to support continued innovation and access.
Getting your masters doctorate in your p jscdcummings
The document summarizes information about online graduate programs in education offered by Lamar University. It discusses the growth of online learning nationally and presents statistics on the increasing numbers of students taking online courses. It then provides details on Lamar University's online Master's and Doctorate programs in Education, their concentrations, and course requirements. Testimonials from graduates of the programs are included, followed by instructions for applying and contact information.
This document discusses Southern New Hampshire University's (SNHU) online business education programs. It provides an overview of SNHU, including that it has over 65,000 online students. It discusses SNHU's learning modalities, including online, hybrid, and on-campus formats. It also summarizes the College of Online and Continuing Education, which has over 65,000 students and 4,000 faculty. Finally, it discusses trends in online learning nationally and potential futures for online undergraduate and graduate business degrees, including microcredentials and experiential learning opportunities.
This document discusses the information and research needs of teens and how schools and libraries can help prepare them. It provides the following key points:
1. Surveys found that only around 60% of students feel prepared to succeed in college based on their current classes.
2. A national study found that only 20% of college students were prepared to do college-level research.
3. The Common Core standards emphasize developing strong literacy skills and the ability to read complex texts and write argumentative and explanatory texts across all subjects.
4. Resources like INFOhio databases can help students develop vital research skills needed for academic and career success.
DLAC 2020 - How Many Is Too Many: What Do We Know About Class Size and Onlin...Michael Barbour
LaBonte, R., & Barbour, M. K. (2020, February). How many is too many: What do we know about class size and online learning? A pecha kucha presentation at the Digital Learning Annual Conference, Austin, TX.
The document discusses trends in K-12 education related to online and blended learning. It notes that the percentage of students taking online courses has grown rapidly in recent years. It also outlines challenges facing the K-12 system like low graduation rates, teacher shortages, and lack of access to advanced courses. The document argues that online and blended learning can help address these challenges by providing more flexible and personalized learning opportunities for students.
This document provides an overview of Canada's post-secondary education system. It discusses that Canada has 163 universities and 183 colleges that are provincially funded and regulated. The structure of colleges varies across provinces, with some being single institutions with multiple campuses while others have multiple standalone colleges. Colleges offer certificates and diplomas, with some also offering applied degrees, while universities offer bachelor's, master's and PhD programs. The document also outlines some of the governance structures and issues facing Canada's post-secondary system, such as declining enrollment, skills shortages, aging faculty, and integrating technology.
University of Northern Iowa OTN Faculty WorkshopRajiv Jhangiani
This document discusses the rising costs of textbooks and their negative impact on students. It notes that textbook prices have increased over 800% since 1978, far outpacing inflation. The average student now spends $1,200-1,300 per year on textbooks. To cope with high costs, many students choose not to purchase required textbooks or take fewer courses. The document advocates for open textbooks as an affordable alternative. Open textbooks are available online for free under open licenses, allowing copying and revision. Studies show students learn as well or better with open textbooks compared to traditional textbooks. The document encourages readers to review and adopt open textbooks.
What's Happening with K-12 Online Learning in CaliforniaRob Darrow
The document summarizes research on K-12 online learning trends in California. It finds that enrollment in online charter schools has increased 80% in the last two years, though full-time online students only represent 0.16% of total K-12 enrollment in California. Studies show comparable achievement between online charter and traditional high school students. The document recommends adopting standard definitions and a funding model for online learning in California to support continued innovation and access.
Getting your masters doctorate in your p jscdcummings
The document summarizes information about online graduate programs in education offered by Lamar University. It discusses the growth of online learning nationally and presents statistics on the increasing numbers of students taking online courses. It then provides details on Lamar University's online Master's and Doctorate programs in Education, their concentrations, and course requirements. Testimonials from graduates of the programs are included, followed by instructions for applying and contact information.
This document discusses Southern New Hampshire University's (SNHU) online business education programs. It provides an overview of SNHU, including that it has over 65,000 online students. It discusses SNHU's learning modalities, including online, hybrid, and on-campus formats. It also summarizes the College of Online and Continuing Education, which has over 65,000 students and 4,000 faculty. Finally, it discusses trends in online learning nationally and potential futures for online undergraduate and graduate business degrees, including microcredentials and experiential learning opportunities.
DLAC 2022 - State of the Nation: K-12 e-Learning in Canada Michael Barbour
This document summarizes K-12 e-learning in Canada based on a survey of education ministries and interviews with stakeholders. It finds that most Canadian provinces offer some form of online or blended learning opportunities at the K-12 level, with over 150,000 course enrollments reported for the 2018-2019 school year. However, data on blended learning is unreliable as it relies on student accounts in learning management systems rather than actual use. The document was created by analyzing ministry documents and conducting follow-up interviews to clarify responses. It aims to provide a national overview of distance and online learning activity in Canada.
Open Access Week: College of Du Page KeynoteUna Daly
Open Access Week keynote for In Service Day at College of DuPage in Glen Ellyn, Illinois. Choose Generation Open: Transforming Teaching and Learning with Open Educational Resources with Una Daly, Community College Director at the Open Education Consortium and Kate Hess, Faculty Librarian, at Kirkwood College, Iowa.
Virtual schools are internet-based alternatives to traditional brick-and-mortar schools that allow students to learn through online courses without face-to-face instruction. While proponents argue virtual schools provide advantages like flexible pacing and increased access, research finds high dropout rates from virtual schools and students performing worse than peers in traditional schools. The document concludes virtual schools lack the support and training of traditional schools and interventions within communities are likely more effective ways to address the reasons students drop out of school.
Incorporating Social Media Platforms into Higher Education Instructional Stra...ACBSP Global Accreditation
This document discusses incorporating social media platforms into higher education instructional strategies. It provides a framework for selecting social media that includes considering the genre of the course, purpose of the exercise, student role, learning outcomes, and assessment. The framework is applied to different social media platforms including videos, collaboration tools, blogs, microblogs, social networking sites, and pictures/visual media. Student observations and feedback on using various social media in educational contexts are also presented.
The Buckeye Online School for Success (BOSS) is an online public charter school in Ohio serving students in kindergarten through 12th grade. It was founded in 2003 and has grown from an initial class of 15 students to over 1,600 students currently enrolled. BOSS aims to provide flexible, at-home education options and aligns its curriculum with Ohio standards. It offers live online classes, self-paced courses, and support services similar to traditional schools. Student performance is slightly below state benchmarks, but BOSS works to meet the needs of diverse and at-risk learners.
1) Online course enrollments have grown significantly in recent years, with 1.8 million K-12 students enrolled in online courses in 2009-2010. 2) Approximately 250,000 students were enrolled full-time in online schools in 2010-2011, with the highest enrollments in Ohio, Pennsylvania, and Colorado. 3) While online opportunities are expanding, participation from special needs students, low-income students, and some minority groups still lags behind other groups, indicating issues around access.
ReimaginED 2015: Trends in K12 EducationDavid Havens
We’re living in a time of tremendous technological change. In the next five years, another billion people will gain access to the internet. By 2020, 80% of the adults on Earth will have a smartphone, double what it is today.
We started the Seed Fund to seek out those places where technological change might be leveraged to improve education, and there is much to improve about our current system. One of the most troubling trends of the last decade is the decrease in educational mobility. As a country, we are doing worse than most at educating our neediest kids which now account for just over half of public school children.
For our neediest children, the problems are cumulative. A series of school failures and missed opportunities add up to an education of accumulated disadvantage, a reverse Matthew Effect of sorts. Our team is focused on how technology can be used to reduce and even eliminate these obstacles so that our school system is an escalator to opportunity for all.
We’ve invested in over 40 teams scaling ideas to improve our education system by empowering students, educators and families with the best tools technology has to offer. Through this lens, we share our second ReImaginED deck. Inspired by KPCB’s Mary Meeker’s widely shared Internet Trends deck, we set out to expose data about our K-12 education system and highlight some of the innovations in education technology. The goal of this deck is to draw out high level trends so it doesn’t include the human stories on the other side of these numbers and charts, see here for some of those.
In ReimaginED 2015 (building off the original published over a year ago), we review the latest systemic challenges, landscape shifts, and emerging innovations that are helping to solve these problems.
Let us know about other innovation trends you are seeing in the comments below or by sharing this on twitter, #ReimaginED2015.
(Cross-post from www.newschools.org/blog/reimagined2015, original post by Jennifer Carolan and David Havens)
ACSDE 2019 - The Landscape of K-12 Online Learning: Exploring What is KnownMichael Barbour
Barbour, M. K. (2019, May). The landscape of K-12 online learning: Exploring what is known. An invited webinar by American Center For The Study Of Distance Education.
This document discusses blended learning models for K-12 districts. It provides examples of blended learning implementations from Volusia County Schools, Kamehameha Schools, and insights from Blackboard executives. Volusia County Schools piloted blended learning with 10 teachers and saw increased student engagement. Kamehameha Schools uses various blended learning models and focuses on culture-based curriculum. The document concludes by providing contact information for presenters and ways to learn more about blended learning.
Virtual schools provide internet-based instruction delivered synchronously or asynchronously through a learning management system. They are available for all grade levels from K-12 to higher education and must meet the same standards as traditional brick and mortar schools. Enrollment in virtual schools has grown 30% annually with over 500,000 students currently utilizing online learning. Virtual schools provide expanded educational opportunities and help equalize access to education for all students.
This document discusses the high costs of textbooks and their negative impact on students. It notes that the average UK student spends around £1000 on books during their studies, and that 7 in 10 students have delayed or not purchased a required textbook due to cost. Not having access to textbooks can hurt students' academic performance and cause them to earn poor grades, drop or fail courses. The document advocates for open textbooks, which are published under open licenses allowing free copying and sharing, as a way to reduce costs and improve access and affordability for students.
This document discusses the rising costs of textbooks and their negative impact on student access and success in higher education. It notes that declining state funding and increasing tuition has shifted costs to students. The average student budget for textbooks in 2016-17 was $1,230-$1,390, and many students delay purchasing textbooks or don't purchase them at all due to high costs, which can negatively impact their grades. Open textbooks, which are freely accessible online and can be customized by instructors, are presented as an alternative that can help address the textbook affordability crisis. Studies have found open textbooks can achieve equal or better learning outcomes compared to traditional textbooks while saving students thousands of dollars.
This document discusses the growth of online and blended learning programs. It notes that enrollment in online schools has increased 30% per year, compared to 11-20% annual growth for charter schools. The challenges of high dropout rates and students unprepared for college/careers are also mentioned. The document then provides definitions for online, blended, and traditional learning. It reviews the history and policy landscape of online K-12 education in the U.S. and gives examples of different types of online schools including statewide programs and those run by private companies. Research showing comparable or better achievement for online students is summarized before contact details are provided.
This document discusses the rising costs of textbooks and their negative impact on students. It notes that textbook prices have increased 812% since 1978, far outpacing inflation rates, and that high costs often lead students to delay purchasing textbooks or not purchase them at all. Open textbooks, which are freely available online under open licenses, are presented as one way to reduce costs while maintaining quality. Data shows that open textbooks can achieve the same or better learning outcomes compared to traditional textbooks, while saving students thousands of dollars. The document encourages readers to review and adopt open textbooks when possible to increase access and affordability of higher education.
Train-the-Trainer: OR Community Colleges Open Textbook WorkshopSarah Cohen
With Dave Ernst, slide from the Open Textbook Network (open.umn.edu) all-day workshop with OR Community Colleges and Open Oregon. Our goal is to help identify and overcome barriers to open textbook adoption, build capacity for open textbooks at individual campuses and across the system, and prepare representatives to give workshops on their own.
This document discusses the rising costs of higher education and textbooks and promotes the use of open textbooks as an alternative. It notes that declining state funding and rising tuition has negatively impacted access to college for many students. The high and increasing costs of traditional textbooks also creates barriers for students. Open textbooks, which are freely available online under open licenses, can help reduce costs while maintaining quality. Several studies have found that open textbooks can achieve similar or better learning outcomes compared to traditional textbooks, while saving students thousands of dollars.
The document summarizes an overview webinar about the Ontario Public Library Statistics and Measurements Report published by the Federation of Ontario Public Libraries (FOPL). The webinar provided an overview of the report which analyzes statistics collected annually from Ontario public libraries from 2001-2013. It discussed how the data can be used, limitations of library statistics, and examples of analysis and comparisons in the report including trends in circulation and expenditures. The webinar aimed to demonstrate how the data set could be explored and help inform library decision making.
The document discusses personas and user archetypes for public libraries. It describes capturing narratives from library users to identify key characters, issues, behaviors, and needs. Workshops were held to generate anecdotes from users, which were then grouped into archetypes, themes, and values. This information aims to help libraries understand user expectations for services, content, and virtual interaction. The goal is to identify priority requirements for specific user groups represented by personas.
DLAC 2022 - State of the Nation: K-12 e-Learning in Canada Michael Barbour
This document summarizes K-12 e-learning in Canada based on a survey of education ministries and interviews with stakeholders. It finds that most Canadian provinces offer some form of online or blended learning opportunities at the K-12 level, with over 150,000 course enrollments reported for the 2018-2019 school year. However, data on blended learning is unreliable as it relies on student accounts in learning management systems rather than actual use. The document was created by analyzing ministry documents and conducting follow-up interviews to clarify responses. It aims to provide a national overview of distance and online learning activity in Canada.
Open Access Week: College of Du Page KeynoteUna Daly
Open Access Week keynote for In Service Day at College of DuPage in Glen Ellyn, Illinois. Choose Generation Open: Transforming Teaching and Learning with Open Educational Resources with Una Daly, Community College Director at the Open Education Consortium and Kate Hess, Faculty Librarian, at Kirkwood College, Iowa.
Virtual schools are internet-based alternatives to traditional brick-and-mortar schools that allow students to learn through online courses without face-to-face instruction. While proponents argue virtual schools provide advantages like flexible pacing and increased access, research finds high dropout rates from virtual schools and students performing worse than peers in traditional schools. The document concludes virtual schools lack the support and training of traditional schools and interventions within communities are likely more effective ways to address the reasons students drop out of school.
Incorporating Social Media Platforms into Higher Education Instructional Stra...ACBSP Global Accreditation
This document discusses incorporating social media platforms into higher education instructional strategies. It provides a framework for selecting social media that includes considering the genre of the course, purpose of the exercise, student role, learning outcomes, and assessment. The framework is applied to different social media platforms including videos, collaboration tools, blogs, microblogs, social networking sites, and pictures/visual media. Student observations and feedback on using various social media in educational contexts are also presented.
The Buckeye Online School for Success (BOSS) is an online public charter school in Ohio serving students in kindergarten through 12th grade. It was founded in 2003 and has grown from an initial class of 15 students to over 1,600 students currently enrolled. BOSS aims to provide flexible, at-home education options and aligns its curriculum with Ohio standards. It offers live online classes, self-paced courses, and support services similar to traditional schools. Student performance is slightly below state benchmarks, but BOSS works to meet the needs of diverse and at-risk learners.
1) Online course enrollments have grown significantly in recent years, with 1.8 million K-12 students enrolled in online courses in 2009-2010. 2) Approximately 250,000 students were enrolled full-time in online schools in 2010-2011, with the highest enrollments in Ohio, Pennsylvania, and Colorado. 3) While online opportunities are expanding, participation from special needs students, low-income students, and some minority groups still lags behind other groups, indicating issues around access.
ReimaginED 2015: Trends in K12 EducationDavid Havens
We’re living in a time of tremendous technological change. In the next five years, another billion people will gain access to the internet. By 2020, 80% of the adults on Earth will have a smartphone, double what it is today.
We started the Seed Fund to seek out those places where technological change might be leveraged to improve education, and there is much to improve about our current system. One of the most troubling trends of the last decade is the decrease in educational mobility. As a country, we are doing worse than most at educating our neediest kids which now account for just over half of public school children.
For our neediest children, the problems are cumulative. A series of school failures and missed opportunities add up to an education of accumulated disadvantage, a reverse Matthew Effect of sorts. Our team is focused on how technology can be used to reduce and even eliminate these obstacles so that our school system is an escalator to opportunity for all.
We’ve invested in over 40 teams scaling ideas to improve our education system by empowering students, educators and families with the best tools technology has to offer. Through this lens, we share our second ReImaginED deck. Inspired by KPCB’s Mary Meeker’s widely shared Internet Trends deck, we set out to expose data about our K-12 education system and highlight some of the innovations in education technology. The goal of this deck is to draw out high level trends so it doesn’t include the human stories on the other side of these numbers and charts, see here for some of those.
In ReimaginED 2015 (building off the original published over a year ago), we review the latest systemic challenges, landscape shifts, and emerging innovations that are helping to solve these problems.
Let us know about other innovation trends you are seeing in the comments below or by sharing this on twitter, #ReimaginED2015.
(Cross-post from www.newschools.org/blog/reimagined2015, original post by Jennifer Carolan and David Havens)
ACSDE 2019 - The Landscape of K-12 Online Learning: Exploring What is KnownMichael Barbour
Barbour, M. K. (2019, May). The landscape of K-12 online learning: Exploring what is known. An invited webinar by American Center For The Study Of Distance Education.
This document discusses blended learning models for K-12 districts. It provides examples of blended learning implementations from Volusia County Schools, Kamehameha Schools, and insights from Blackboard executives. Volusia County Schools piloted blended learning with 10 teachers and saw increased student engagement. Kamehameha Schools uses various blended learning models and focuses on culture-based curriculum. The document concludes by providing contact information for presenters and ways to learn more about blended learning.
Virtual schools provide internet-based instruction delivered synchronously or asynchronously through a learning management system. They are available for all grade levels from K-12 to higher education and must meet the same standards as traditional brick and mortar schools. Enrollment in virtual schools has grown 30% annually with over 500,000 students currently utilizing online learning. Virtual schools provide expanded educational opportunities and help equalize access to education for all students.
This document discusses the high costs of textbooks and their negative impact on students. It notes that the average UK student spends around £1000 on books during their studies, and that 7 in 10 students have delayed or not purchased a required textbook due to cost. Not having access to textbooks can hurt students' academic performance and cause them to earn poor grades, drop or fail courses. The document advocates for open textbooks, which are published under open licenses allowing free copying and sharing, as a way to reduce costs and improve access and affordability for students.
This document discusses the rising costs of textbooks and their negative impact on student access and success in higher education. It notes that declining state funding and increasing tuition has shifted costs to students. The average student budget for textbooks in 2016-17 was $1,230-$1,390, and many students delay purchasing textbooks or don't purchase them at all due to high costs, which can negatively impact their grades. Open textbooks, which are freely accessible online and can be customized by instructors, are presented as an alternative that can help address the textbook affordability crisis. Studies have found open textbooks can achieve equal or better learning outcomes compared to traditional textbooks while saving students thousands of dollars.
This document discusses the growth of online and blended learning programs. It notes that enrollment in online schools has increased 30% per year, compared to 11-20% annual growth for charter schools. The challenges of high dropout rates and students unprepared for college/careers are also mentioned. The document then provides definitions for online, blended, and traditional learning. It reviews the history and policy landscape of online K-12 education in the U.S. and gives examples of different types of online schools including statewide programs and those run by private companies. Research showing comparable or better achievement for online students is summarized before contact details are provided.
This document discusses the rising costs of textbooks and their negative impact on students. It notes that textbook prices have increased 812% since 1978, far outpacing inflation rates, and that high costs often lead students to delay purchasing textbooks or not purchase them at all. Open textbooks, which are freely available online under open licenses, are presented as one way to reduce costs while maintaining quality. Data shows that open textbooks can achieve the same or better learning outcomes compared to traditional textbooks, while saving students thousands of dollars. The document encourages readers to review and adopt open textbooks when possible to increase access and affordability of higher education.
Train-the-Trainer: OR Community Colleges Open Textbook WorkshopSarah Cohen
With Dave Ernst, slide from the Open Textbook Network (open.umn.edu) all-day workshop with OR Community Colleges and Open Oregon. Our goal is to help identify and overcome barriers to open textbook adoption, build capacity for open textbooks at individual campuses and across the system, and prepare representatives to give workshops on their own.
This document discusses the rising costs of higher education and textbooks and promotes the use of open textbooks as an alternative. It notes that declining state funding and rising tuition has negatively impacted access to college for many students. The high and increasing costs of traditional textbooks also creates barriers for students. Open textbooks, which are freely available online under open licenses, can help reduce costs while maintaining quality. Several studies have found that open textbooks can achieve similar or better learning outcomes compared to traditional textbooks, while saving students thousands of dollars.
The document summarizes an overview webinar about the Ontario Public Library Statistics and Measurements Report published by the Federation of Ontario Public Libraries (FOPL). The webinar provided an overview of the report which analyzes statistics collected annually from Ontario public libraries from 2001-2013. It discussed how the data can be used, limitations of library statistics, and examples of analysis and comparisons in the report including trends in circulation and expenditures. The webinar aimed to demonstrate how the data set could be explored and help inform library decision making.
The document discusses personas and user archetypes for public libraries. It describes capturing narratives from library users to identify key characters, issues, behaviors, and needs. Workshops were held to generate anecdotes from users, which were then grouped into archetypes, themes, and values. This information aims to help libraries understand user expectations for services, content, and virtual interaction. The goal is to identify priority requirements for specific user groups represented by personas.
The document advocates for supporting teen librarians by finding passionate librarians, listening to their ideas, allowing them to break rules and contribute in their own space, having fun with them, and providing funding so lack of money is not a barrier. Teen librarians should be empowered to make the library experience for other teens awesome.
This document provides an overview of Stephen Abram's presentation on technology in libraries at the Nevada Library Association Conference in October 2012. Abram discusses the opportunities libraries have to complement commercial search engines by focusing on their strengths like contextualizing information and understanding how users interact and learn. He outlines several trends affecting libraries like content fragmentation across formats, the rise of ebooks and ejournals, and the diversification of learning objects and user demographics. Abram also identifies 23 technologies that will significantly impact libraries, such as linked data, mobile devices, and analytics. He argues libraries need to focus on the user experience rather than collections and technology.
The document discusses innovators and their mindset and behaviors. It notes that innovators are future-oriented, see patterns and opportunities, connect ideas to people, collaborate, think critically, and have an open mindset. The document also discusses measuring various types of literacy impacts and considering the whole user experience when developing services. Finally, it provides data on the most common types of questions received by libraries and the level of resources available to address patron interest areas.
The document discusses key trends and forces driving changes in libraries. It identifies trends affecting different types of libraries, including content fragmentation across different formats, beyond just text to various multimedia, and walled gardens created by proprietary platforms. It also discusses trends like learning object diversification, end user fragmentation across demographics, search fragmentation across tools, and technology fragmentation across devices. The document advocates recognizing these shifts and discusses recommendations for public libraries around ebooks, community roles, and partnerships. It also discusses opportunities for cooperation across consortia. The goal is to understand real pain points and evolve libraries around a grocery store model focused on user experiences.
This document discusses innovation in libraries in an age of limits. It outlines 23 transformational technologies that will affect libraries over the next decade, including linked data, mobile technologies, analytics, and streaming media. It argues that libraries should focus on complementing commercial search engines like Google based on their strengths, and should aim to provide an immersive discovery experience for users rather than competing directly with other platforms. The document also discusses principles like collaboration, accessibility, and focusing on the user experience above specific technologies.
The document discusses changes underway at the Brampton Library. A new CEO arrived and identified increasing staff technical acumen as the top priority to improve customer service. Chromebooks were introduced for frontline staff, reducing device costs and empowering staff to help customers. This created excitement among both staff and customers. The roles of librarians and senior management had stagnated and were being updated without cascading changes to other staff. A new staffing model was created based on strategic priorities rather than physical sites, clustering branch managers and creating new positions aligned with priorities. Further opportunities to support strategic priorities through continued improvements were discussed.
The Federation of Ontario Public Libraries (FOPL) has released new statistics on Ontario public libraries from 2001-2013. The report is an 81-page PDF that includes an introduction and sections on key ratios, circulation, programming, expenditures, digital materials holdings, and other metrics. FOPL also released the results of its 2015 public opinion poll on libraries in Ontario in a 103-page report and 33-slide presentation. Additionally, FOPL examined branding of Ontario public libraries. The documents provide extensive data on operating metrics and use of Ontario public libraries over the last decade.
This document discusses how public libraries can help schools address challenges brought by the Common Core standards. It recommends that libraries add more nonfiction materials, suggest nonfiction for book recommendations, and help students conduct research to meet higher informational text requirements. Libraries are also encouraged to create homework help centers, package databases together, and provide digital access and research guides to support student learning. Overall, the document emphasizes partnerships between schools and public libraries to help students develop strong research skills needed for college and career readiness.
The document discusses research skills of new college students and how their skills differ from what is expected in college. It finds that while students are technologically savvy, they lack skills in evaluating information sources and conducting academic research. It provides an overview of strategies that high schools and colleges can use to help students develop stronger research and information literacy skills necessary to succeed in college, such as emphasizing skill in evaluating sources, citing sources properly, and developing systematic note-taking habits.
Open Textbook Network faculty workshop at Youngstown State UniversityRajiv Jhangiani
This document discusses the rising costs of higher education and textbooks and promotes the use of open textbooks as an alternative. It summarizes that state funding for higher education has decreased while tuition costs have increased, pricing many students out of attending or completing college. The cost of textbooks has also risen dramatically, with the average student budgeting over $1,000 per year for textbooks alone. Open textbooks, which are freely available online under open licenses, are presented as a way to reduce costs for students while maintaining quality and academic outcomes equal to or better than traditional textbooks. The author advocates for the adoption of open textbooks and provides information on how to review and customize open textbooks for courses.
Using Technology to Meet the Needs of All LearnersPatty McGinnis
This document discusses using technology to meet the needs of diverse learners. It describes how learners differ in their abilities, backgrounds, learning styles, and more. Technology can be used to differentiate instruction and address different learning styles. Some easy to use Web 2.0 tools are suggested, like podcasts, Glogsters, and wikis, which allow students to collaborate locally and globally. Examples are given of students partnering with classrooms in other areas to learn about each other's environments and break down stereotypes. Technology opens up opportunities for project-based learning and preparing students for 21st century skills.
This document discusses the need to update education to better prepare students for the 21st century. It argues that schools need to shift from a focus on memorization and following directions to encouraging students to ask questions, investigate problems from multiple sources, create, collaborate, and reflect on how to learn. It advocates integrating skills like critical thinking, creativity, communication, collaboration and digital literacy through tools like blogging, wikis and podcasts to engage students in active learning.
Westnet CIO Meeting - Tucson, AZ 1-4-16David Ernst
The document discusses open textbooks and the Open Textbook Network's efforts to increase adoption of open textbooks by faculty. Some key points:
1) Open textbooks are free to students and can help address the rising costs of textbooks that negatively impact students' academic performance and financial stress.
2) Barriers to faculty adoption include lack of awareness of open textbooks and their quality.
3) The Open Textbook Network works with partner institutions to build expertise on open textbooks through workshops and training to increase adoption among faculty.
4) To date their efforts have engaged over 500 faculty, reviewed 380 open textbooks, and achieved a 40% adoption rate among participating faculty.
The document discusses the rising costs of higher education and textbooks and promotes the use of open educational resources (OER) as more affordable alternatives. It notes that the cost of higher education has increased much faster than general inflation and minimum wage. As a result, many qualified students are unable to complete college degrees due to financial barriers. The document advocates for increasing the use of OER, which are freely accessible online textbooks and course materials that can help reduce costs for students. It provides examples of successful OER implementations and research findings that OER can achieve equivalent or better learning outcomes compared to traditional textbooks while saving students thousands of dollars.
Planting seeds, growing futures our ancestors can walk in with our grandchildrenMATSITI
Hine WaitereNo Tuwharetoa, Kahungunu, Tuhoe me TainuiBuilding on Success
Director: Indigenous Leadership Centre
National Institute of Maori Education
Te Whare Wananga o Awanuiarangi
MATSITI Teacher Education Forum, Adelaide, 3 July 2014
Town Hall Meeting: Trekking the Education LandscapeJulie Evans
This document summarizes a town hall meeting about trends in education based on the Speak Up 2010 national research project. It discusses findings that students want learning to be social-based using collaboration tools, un-tethered allowing the use of personal mobile devices, and digitally-rich incorporating interactive simulations and online resources. However, many schools currently limit technology use. The bottom line is that students want engaging, empowered learning enabled by technology.
This document discusses trends in online learning and best practices for online teaching. It notes that online learning is growing rapidly and will disrupt traditional education systems. Quality online learning is interactive, collaborative, and inquiry-based. Effective online teachers promote learner autonomy, active participation, collaboration, and authentic assessment of 21st century skills. They use technologies and strategies like multimedia, reflection tools, collaborative projects, and feedback to support students' engagement and success in online environments.
This document discusses the need to update school curriculum for the 21st century. It notes how the skills students need have changed from recall and following directions to skills like problem-solving, collaboration, and reflecting on how to learn. New technologies like blogs, wikis and social media have also changed how students live and learn. The document argues schools must transform by emphasizing skills like critical thinking, creativity, communication and using technologies to engage students in active learning.
Stephen Abram discusses the future of libraries and how they must adapt to changing times. He notes that libraries are no longer the center of academic settings and that users now rely on new formats like e-books over print. Abram advocates for libraries to focus on strategic analytics to measure their impact, become format and device agnostic, expand information literacy programs, and invest in knowledge portals to better serve users into the future.
Stephen Abram discusses the future of libraries and how they must adapt to changing times. He notes that libraries are no longer the center of academic settings and that users now find information through sources other than the library website. Abram advocates for libraries to focus on the learner, build knowledge portals, expand information literacy programs, and measure their impact and value through strategic analytics. Libraries must become format and device agnostic to continue serving all users in the digital age.
Student Retention Foothill College RoundtableRobert Cormia
This document discusses strategies for improving student success and retention at a community college. It identifies challenges students face such as being underprepared, having life and family issues, and a lack of financial and family support. It outlines several programs and interventions currently in place like early alert systems, learning communities, counseling services, tutoring, and programs for specific student populations. It also discusses goals of ensuring educational access and student learning, adapting environments for student enrichment, and creating clear pathways to success through improved data collection and understanding of students.
The document discusses ways to engage today's students through technology integration in the classroom. It provides examples of how teachers can use tools like blogs, wikis, Google Docs, screencasts, and online discussions to involve students in learning and make the classroom experience more interactive. It also addresses challenges of change and the need to prepare students with digital skills for their future.
George Fox University is in its third year of funding open textbooks through its library's textbook affordability program. Open textbooks are free to use and openly licensed educational materials. Several departments at GFU have adopted open textbooks, saving students over $375,000 in textbook costs over the last two years. Research shows that open textbooks can lead to equal or better learning outcomes for students at a much lower cost compared to traditional textbooks. GFU is committed to continuing efforts to incentivize faculty adoption of open textbooks to reduce the financial burden on students and support academic success.
Town Hall Meeting: Trekking the Education LandscapeJulie Evans
This document summarizes a town hall meeting about trends in education based on the Speak Up research project. It discusses findings that students want social-based, un-tethered, and digitally rich learning. Students see potential in using tools like IM, email and social media for collaboration. They also want to use their own mobile devices for un-tethered learning beyond the classroom. However, many schools currently limit technology use. The document calls for enabling students through greater access to digital tools, content and resources to engage them in learning.
Opening Education: Student trust, power and agencykcangial
This document discusses challenges facing college students and opportunities for more open and empowering approaches to education. Key points:
- Many students graduate with debt but no degree or face food/housing insecurity while in college due to high costs.
- Using open educational resources (OER) instead of expensive textbooks has been shown to improve student outcomes while saving millions in costs. OER also allow for customization and sharing of knowledge.
- Open pedagogy emphasizes student agency, collaboration, and contributing to knowledge rather than just consuming it. Students can create and openly license their own educational resources and assignments.
- Connecting learning to real-world audiences and issues through open practices online can help address student anxiety
Open Textbook Network workshop at George Fox UniversityRajiv Jhangiani
The document discusses the high cost of textbooks and its negative impact on students. It notes that textbook prices have risen much faster than inflation, with the average student budgeting $1,200-1,400 for books and materials annually. The rising costs have led many students to delay purchasing textbooks, not buy required books, or take fewer courses overall. Open educational resources (OER) such as open textbooks are presented as an alternative to help increase access and affordability for students while maintaining quality. The Open Textbook Library currently hosts over 250 openly licensed textbooks that are complete, free to use, and have received positive reviews.
This document discusses the benefits of open education practices. It notes that half of public college students leave without a degree due to debt, and many students struggle with food and housing insecurity. Using open educational resources (OER) can help address these issues by lowering costs. OER have been shown to improve student outcomes like course completion rates. The document advocates for open pedagogies that give students agency and allow their work to remain available to others.
Passive Interactive Programming and Surveys 2.pptxStephen Abram
Passive interactive community experiences aim to foster connection and engagement among participants without requiring direct interaction. The document discusses creating a sense of shared experience and connection through ambient or peripheral means that do not demand participants' active involvement or direct interaction with others.
Hub Design Inspiration Graphics for inspirationStephen Abram
This document provides images and ideas to spark discussion about designing community spaces in a new hub. It includes sections with inspirations and examples for areas like kids' zones, outdoor seating, gardening, reading areas, collaboration spaces, and more. The goal is to organize visual ideas around functions and uses to help envision what the space could offer users over time. It also references an external article about 10 essential library spaces as additional guidance.
Hub Design Inspiration Graphics for Community HubsStephen Abram
This document provides images and ideas to spark discussion about designing a community space. It includes sections with inspirations for areas like kids zones, outdoor seating, gardening, reading areas, collaboration spaces, and more. The goal is to think creatively about how the space can be used by people of all ages through flexible, multi-purpose design.
Passive Interactive Programming and Surveys 2.pptxStephen Abram
Passive interactive community experiences aim to foster connection and engagement among participants without requiring direct interaction. These experiences allow people to feel involved within a community through observing and reacting to shared content, while not necessitating back-and-forth communication between individuals. The goal is to give people a sense of participation and belonging even if they choose to interact on a more passive level.
Hub Design Inspiration Graphics for Brockville HubStephen Abram
This document provides images and ideas to spark discussion about designing a community space. It includes sections with inspirations and examples for areas like kids zones, seating, gardening, reading areas, co-working spaces, maker spaces, cultural spaces, and more. The goal is to think about how the space can be used and evolve over time to meet community needs.
Hub Design Inspiration Graphics second draftStephen Abram
This document provides images and ideas to spark discussion about designing a community space. It includes sections with inspirations and examples for areas like kids zones, seating, gardening, reading areas, cafes, co-working spaces, maker spaces, cultural spaces, and more. The goal is to think about how the space can be used and evolve over time to meet community needs.
This document is a draft active transportation plan for the City of Brockville. It recommends initiatives to encourage walking and cycling through new infrastructure like bike routes. The plan was developed with public input, which identified a lack of connected cycling routes as a key barrier. It proposes a cycling network with 42 km of "spine routes" and 39 km of "connector routes" along with pedestrian improvements. The plan also provides policy, funding, maintenance and programming recommendations to promote active transportation long-term.
This document provides images and ideas to spark discussion about designing a community space. It includes sections with inspirations and examples for areas like kids zones, outdoor spaces, seating, gardening, reading areas, cafes, meeting spaces, maker spaces, cultural spaces, and more. The goal is to think about how the space can be used and evolve over time to meet community needs.
Caregiver Presentation and Product Inspirations Sep 2023 PDF.pdfStephen Abram
This document provides information about products and tools to help caregivers of those with dementia. It discusses goals of increasing quality of life, independence, and reducing stress for both patients and caregivers. It then summarizes various products available at two websites, including tools for wandering prevention, safety, communication, bathing assistance, dining assistance, and home medical equipment. Website links are provided throughout for caregivers to explore different options. The document aims to raise awareness of available aids and help caregivers and patients on their journey.
Caregiver Presentation and Product Inspirations Sep 2023 PPT.pptxStephen Abram
This presentation provides information about tools and aids to support caregivers of those with dementia. It discusses goals such as building awareness of products that can increase safety, quality of life, and independence for dementia patients. It also aims to help caregivers reduce stress and guides them on their caregiving journey. The presentation directs caregivers to two websites that provide a wide range of helpful products.
The document discusses ensuring ethical AI and evaluating new technologies like ChatGPT. It makes four main points:
1. We often judge innovative technologies through the lens of the past instead of what they aim to be.
2. We should consider ethical implications but not make premature judgments based on speculation.
3. ChatGPT is not like search engines and should be viewed as a potential guide or co-pilot rather than just for retrieval.
4. New technologies should be explored to understand their capabilities and limitations before making judgments in order to help shape development in an ethical manner.
This document discusses ensuring ethical AI and summarizes a presentation about ChatGPT. It makes the following key points:
1. When innovative technologies emerge, we often try to understand them through outdated lenses rather than considering what they are attempting to be.
2. New AI tools like ChatGPT should be evaluated based on their own merits as conversational assistants rather than compared to previous technologies like search engines.
3. While considering ethical implications, judgment should not be made too soon based on speculation alone. We should attempt to be part of shaping new technologies responsibly.
CEED Mindfulness in a time of Turbulence.pdfStephen Abram
Stephen Abram introduced himself as the CEO of Lighthouse Consulting, Inc. and presented a webinar on mindfulness in turbulent times. He argued that society should stop glorifying overwork and burning out, and instead encourage more balance. To find balance, one should start with reflecting on themselves and their own well-being, then consider the perspective of their community. By putting positive energy into the world through welcoming behavior, people can receive positive energy in return.
The document provides information about an upcoming webinar hosted by the Centre for Excellence on Empathy, Equity & Diversity (CEEED). It introduces CEEED's mission and strategy of inclusion, as well as its webinar series focusing on topics like interfaith spaces, well-being, and mindfulness. The webinar on June 22nd will feature speeches by Dr. Ellen Choi and Stephen Abram on cultural mindfulness, with questions moderated by CEEED board members. Details are provided on CEEED's board and their publications, with the goal of networking organizations and disseminating resources on social justice issues.
This document discusses strategies for gaining community support through statistics, measurements, and stories to demonstrate impact. It introduces Stephen Abram and Kim Silk who will discuss using data and stories together, with data providing facts and measurements, and stories making data more human and memorable. The document emphasizes that both data and stories are needed to be effective and gain support. It also discusses some challenges with library data and how to address them.
10. Schools’ Critical Needs
Third Grade Guarantee
College and Career Readiness
Common Core
www.infohio.org
11. Third Grade Reading Guarantee
Not reading
by grade 3
Four times as
likely to drop
out of school
Slide courtesy of the Ohio Department of Education
www.infohio.org
12. Start Ready, Leave Ready
College and Career Readiness
Slide courtesy of the Ohio Department of Education
www.infohio.org
13. Are Students Prepared?
Average percentage
100 of students in their
current classes
90
teachers believe
80 could leave HS
70 65% 62%
prepared to succeed
60 60% in a 2- or 4-year
college
50
40
30
PK – 5 6–8 9 – 12
20
10
0
Strongly agree
Slide courtesy of the Ohio Department of Education
www.infohio.org
15. Shifts in Classroom Practice
Critical thinking
Shift from rules to
reasoning
Think across grade
levels
Use text evidence
Slide courtesy of the Ohio Department of Education
www.infohio.org
17. Common Core’s 3 Big Ideas
1. Literacy is everyone’s job.
2. Students must read complex texts
independently and proficiently in
every discipline.
3. Students must write argumentative
and explanatory texts in every
discipline (process writing and on-
demand writing).
Barnhart, Marcia, INFOhio Common Core ELA and Literacy Standards webinar, 2-12-12.
www.infohio.org
18. Terms You’ll Hear
Literacy Across the Curriculum
Research
Mathematical Practice
College & Career Readiness
Text Complexity
www.infohio.org
19. Shift to Nonfiction Texts
Informational text
makes up the vast
majority of the
required reading in
college/workplace
www.infohio.org
35. Question:
What percentage of students
did 88 percent of college and
university librarians report are
prepared to do college-level
research?
-According to a national study in a 2010
issue of Learning & Media
www.infohio.org
Hello, I’m Terri Fredericka, Executive Director of INFOhio, and I’m pleased to be here today to talk to you about changes in education that are affecting the teens—really all the students—who come in your library.
But before any of that, let me give you a little background on INFOhio.INFOhio started 21 years ago as a grass roots effort among media specialists in Northeast Ohio to automate libraries.
Today we automate 80 percent of the school libraries in Ohio.
For many years we focused on access alone. But during the past few years, we have rethought our strategy because of mounting pressures on students and teachers.First—you’ve heard this story before but it’s very real—district budgets are dropping. I don’t know about the situation in your state, but in Ohio we are losing media specialists—sometimes even closing school libraries. That staffing reduction puts more pressure on teachers and the librarians who are left.And when we lose libraries in schools, the first place teachers and students turn is the public library.
Student Needs and the demands of the community are up. And it’s even more than that—new legislation—at least in Ohio and I’m sure you’re facing similar situations--is in this mix too.
Source: Anne E. Casey Foundation Is designed to give intensive supports to students who are struggling – those who struggle after extensive help would be held back only in reading. School districts and community schools will diagnose reading deficiencies in students at grades kindergarten through three, create individualized Reading Improvement and Monitoring Plans and provide intensive reading interventions.
Start ready has become even more important with the 3rd grade reading guarantee being legislated for the start of the 2013-14 school year. Schools will begin testing students and remediating with them this year. College and Career readiness has a new significance with the College and Career Ready Anchor standards for the Common Core.How much work do we need to do make sure our students are ready for college and careers when they graduate?
Results from: PRIMARY SOURCES: 2012AMERICA’S TEACHERS ON THE TEACHING PROFESSION A Project of Scholastic and the Bill & Melinda Gates Foundation Average percent of students in theircurrent classes who they believe could leave HS prepared to succeed in a 2- or 4-year college.So that means that high school teachers think 40 percent of their students are not ready.
How are we going to do that?The Common Core standards. If they are not the answer, they are certainly a good start.
CHANGES IN INSTRUCTION DEMANDED BY NEW COLLEGE-AND CAREER-READY STANDARDSShifts in Classroom Practice Teachers engage students in critical thinking Instruction shifts from rules to reasoning Rules -- teaching algorithms to solve for XReasoning -- helping students to explain why one algorithm works and another does not. Reason quantitatively and critique the reasoning of others.Think across grade levels, building on students’ foundations of conceptual understanding of core content by making links to earlier learning –ScaffoldingUse evidence from text to justify, support, and communicate about reasoning.
The Common Core is a nationwide initiative. Governors and State Superintendents concerned that U.S. students are falling behind their peers internationally spearheaded the effort to shift way children are taught. The Common Core is a grassroots efforts from the states, not a federal mandate in the way that No Child Left Behind was. States voluntarily adopt the Common Core Standards, and this map shows you the states that have so far.
Process writing – drafts required; on-demand writing – in classroom settingThe trend is away from writing merely as self expression and to a means for analysis. In addition, content is deep rather than wide. That is, fewer topics will be taught in more depth than in the past.
Along with these 3 ideas, you’ll start to hear these terms over and over. Literacy Across the Curriculum—This means literacy is everyone’s job as mentioned on the previous slide. In fact, math and science teachers are already beginning to demand that students write more.ResearchCollege & Career ReadinessMathematical Practice Text Complexity and Informational Text—Close reading of nonfiction. This one is starred because of all the implications of the Common Core, I think it affects public libraries most of all.
Informational text makes up vast majority of the required reading in college/workplace (80%)New assessments will be ELA/Literacy tests not just English tests
You may already be doing some of these things. And if so, keep it coming!
Consider adding more high interestnonfiction to your collection.And by nonfiction, the Common Core does not mean the kind students would use to retrieve information for a report. The emphasis is reading nonfiction for general knowledge or pleasure. Nonfiction such as:EssaysSpeechesopinion piecesessays about art or literatureBiographiesMemoirsJournalismand historical, scientific, technical or economic accounts including digital sources The nonfiction needs to be at a variety of reading levels and when possible needs to include graphs, charts, and maps to assist in understanding. In elementary school, students will be expected to read a balance of 50% nonfiction to 50% fiction. By high school, those children will be reading 70% nonfiction to 30% fiction. Anything you can do to promote nonfiction will help the students.
When you’re doing reader’s advisory, consider suggesting nonfiction. Or include nonfiction during story time. Or create displays of nonfiction.Anything you can do to promote nonfiction will help the students.
Text complexity we mentioned earlier is a key component of CCSS. And while we all enjoy light reading for pleasure, try to encourage your regulars to take the next step in their reading. If they like the Drama High Series, suggest Sharon Draper or Walter Dean Myers.If they like Gary Paulsen’s Hatchet series, suggest Jack London. Or suggest nonfiction titles such as Into Thin Air or Between a Rock and a Hard Place.
In Ohio, we’re seeing a trend of Public Libraries hosting Homework Help Centers after school. The Columbus Metropolitan Library, for example, has computers in every branch dedicated to kids working on homework. Staff is on hand to help. During the morning and afternoon, those computers are a Job Help Center. But even if you can’t staff a Homework Help Center , just the fact that you have computers that students can use in the afternoons, evening, and weekends is a boon to them. Schools are assigning online homework. In fact, some districts require a student take at least one online course as a requirement for graduation.
This is back to the idea of putting information in context.It’s a step beyond just creating a web page with reference sources.
It could be as simple as adding search widgets to make the databases easier to search.And if you are not already doing so, you could consider working with K-12 locally or even statewide to license databases.
Or you could do something similar to the Cleveland Public Library’s Homework Help Page.They’ve created an extensive guide for a dozen school subjects, from algebra and biology to U.S. History and world religions. Each one suggests books, databases and websites. When you do this, consider making sure it works for mobile devices. A lot of students have a smart phone even if they don’t have a computer at home.
When you do this, consider making sure it works for mobile devices. Many students have a smart phone even if they don’t have a computer at home.And, again, I will say that public libraries are critical to digital access for students. You already know that, but I want you to know that your counterparts in the schools know it too.
The INFOhio toolkit has a section with Common Core tools. I particularly want to point out our Symbaloo page that is linked through the Common Core area of the Toolkit.
Our Symbaloo page links to many national resources and articles on the Common Core.In particular, take a look at the Battelle for Kids page.
Battelle for Kids is one of our partners in helping teachers work through the demands of the Common Core.
We hosted a 2-day online Common Core boot camp in August. All the sessions are recorded and available for anyone to view.
The Imatrix helps teachers link inquiry standards to the Common Core and then provides resources to help.This may be a little more than you want, but if you really want to dig in, this is a good place to start.The layers are the grade levels—Pre-K through 12 (green). The cube is four rows deep with each row representing a major content area (yellow). If you slice the cube from left to right you will see the six Dimensions of Inquiry—each representing a group of skills and steps in the inquiry process (blue).
And as another example, I want to show you a research help site INFOhio put together. GO INFOhio breaks the research process down into three major steps: Ask—Act—Achieve. Each phase asks key questions that link students to INFOhio resources, forms, and reliable websites.
Learning & Media [38, no. 3 (2010)]
They think just 40% are ready. Which means that 60% are struggling.Notice that this is identical to the percentage of students high-school teachers estimate to be ready for college and careers that we looked at earlier.I think we’ve identified a trend.
Ask helps students get started with their research.
Act helps students find and organize information, either alone or in a group.
Achieve helps students create and present the results of their research.
When students click on a question, a page with resources tied to just that question opens. This page is under Act > How do I decide what information will answer my question?
Along the same lines is the new online, blended-learning course we’ve developed, Research 4 Success.Blended learning means that students have some control over when, where, and how fast they work through content. College and career readiness includes research skills - the course is provided for teachers to work with students; however, is open for students to use on their own too...so they can come back to the content and tools in the future. This is another packaging of content to make it accessible for students, teachers and librarians.
When students click on a question, a page with resources tied to just that question opens. This page is under Act > How do I decide what information will answer my question?
Something we’ve tried that has been building steam over the last two years is the Knowledge Building Community or KBC. It’s designed to foster a sense of global community through a variety of technology and learning methodsIt’s like LinkedIn for educators. Lets them keep in touch with professionals around the state to discuss issues important in their schools.Here you see just a small section of the discussion groups. In addition to research, digital citizenship, school to college and career transition, you’ll also find groups on differentiated instruction, using apps in the classroom, and Common Core concepts.I invite all of you to join our KBC. It’s free and open to everyone. We could use your expertise. If your state doesn’t already have something like that, then maybe you could start one.And educators are using social media such as Twitter.
We tweet and post many articles daily about education and library trends. And if you’d like to take a look at some of our other projects, go to our web page.