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Wyomingschoolsfinal
This document discusses teens' digital lives and the changing world they will encounter. It notes that while teens today are constantly connected through social media on personal devices, they still need guidance and support to develop critical thinking skills. New technologies like 3D printing will continue disrupting industries. The document examines how teens' brains develop differently than in the past and how they learn in multiple ways. It stresses the need for libraries to support 21st century learning and engage teens across different platforms and experiences.
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Wyomingschoolsfinal
- 1. Teens’ Digital Life StephenAbram, MLS Dysart & Jones Teton County Schools and Libraries, March 5, 2013
- 2. CHANGE It’s 2013 (duh) Thinkback 30+ years to 1982 (the arc of your life) Now think forward 30 to 2043 (the arc of their life) Were you prepared? Are we preparing them?
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- 12. Knowledge Economy The worldour kids will encounter…
- 13. 13 What About Google? • It’s free and complete – dealing with naiveté • Building credulity and critical thinking • Understanding Google’s business model • $50,000,000,000+ clear profit last year • Content Spam, Contracted Content • SEO: Search Engine Optimization • White Hat versus Black Hat SEO • GEO: Geo-tagged and geo-located search results • SMO: Social Media Optimization • Facial Recognition • Role of G+, Google Docs, Google Scholar, etc. tuning device to results • Google Bombing • Role of commercial, special interest, racist, political groups, etc. • Alternatives: Bing, Blekko, Wolfram Alpha, DuckDuckGo, etc.
- 14. Who will controlyour child?
- 22. 3D Printing Left fielddisruption Toys, jewelry, art, science, skin, body parts, cars, houses, food, prototypes, …
- 23. Are Our KidsDifferent? In short, Yes.
- 24. 24 We understand teens(and others) better • Reading readiness ▫ Early Years, parental role, impact of the school library • IQ ▫ Lead ▫ Gaming ▫ TV, web, etc. • Brain development ▫ Puberty differences in girls and boys ▫ Sleep ▫ Alignment of scaffolds in learning and curricula • Brain research ▫ Sulci and Gyri and myelination ▫ Frontal lobe and reasoning readiness / critical thinking ▫ Teens in early college/university • Genomic learning styles ▫ Introversion, Extroversion, Shyness… ▫ Multiple intelligences, Learning styles – early work of Bloom, Gardner & Skinner
- 25. 25 Multiple Intelligences andLearning Styles The multiple intelligences The Seven Learning Styles ▫ 1.1 Logical-mathematical • Visual (spatial):You prefer using pictures, images, and spatial ▫ 1.2 Spatial understanding. ▫ 1.3 Linguistic • Aural (auditory-musical): You ▫ 1.4 Bodily-kinesthetic prefer using sound and music. ▫ 1.5 Musical • Verbal/Text (linguistic): You prefer ▫ 1.6 Interpersonal using words, both in speech and ▫ 1.7 Intrapersonal writing. • Physical (kinesthetic): You prefer ▫ 1.8 Naturalistic using your body, hands and sense of ▫ 1.9 Existential touch. • Logical (mathematical): You prefer using logic, reasoning and systems. • Social (interpersonal): You prefer to learn in groups or with other people. • Solitary (intrapersonal): You prefer to work alone and use self-study.
- 26. The New Teen • Sustainably socially connected – social media (FB, Instagram, Tumblr, Pinterest, …) • Truly personal devices • Smarter but still need scaffolds • Still human – brain and development, puberty, sleep, genes • Diversity as norm, vs. a focus (learning diversity trumps other kinds) • Significant percentage of identified issues (visual/hearing/mobility and social/ADD/ADHD/autism spectrum, learning edges) • Differential adoption (e-readers, Tweets, vs. Boom/GenX) – still don’t use all features • Smartphone penetration in challenged sectors • Heavy Readers but different mix, time isn’t malleable, fiction/nonfiction, print/e- content, news/gossip/opinion, global, author/authority • Social Gamers vs. isolated players, episodic reading, scaffolds skill • Self-taught techies, narrow, crime/ethics/morality/ teen pregnancy rates • Boys and girls – problems and opportunities, 9am is a great initiative in WY • Socially liberal - tolerant, flexible, boundary challenging, rule benders, under-radar
- 27. Librarian Agenda (Public,Academic, & School) • 21st Century Learning • Common Core • Learning Management Systems • Collaboration Space + Community Tools • OCLC Linked Data and DPLA • Experience Development • Space planning for interactivity / engagement /play – virtual and programmatic • Engagement strategies • Being where they are… Mobile • Quality tools versus free and choice-making / decision-making • Unfettered versus free • Positioning commercial search like Google properly
- 28. Consider their WholeExperience
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- 30. What is thenext generation book? The learning or recreational experience Links and extensions Gamification Sound and scores Embedded Video Assessments, tests Tracking (e.g. Kindle, iStore) Beyond imagination
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- 37. Recognize key shifts– Challenge Assumptions
- 38. 38 What IT SkillsShould Teachers Expect of Incoming HS Freshmen? 1. Word processing 2. Spreadsheet use and graphing 3. Multimedia presentation software and digital image handling 4. Online communications 5. Internet-enabled research 6. Managing one's online presence • Doug Johnson
- 39. Trans-Literacy: Measure theImpact(s) Community literacy News literacy Reading literacy Technology literacy Numeracy Information literacy Critical literacy Media literacy Social literacy Adaptive literacy Computer literacy Research literacy Web literacy Academic literacy Content literacy Reputation, Etc. Written literacy Critical thinking, communicating for influence, clarity and credulity, supporting debate and argumentation
- 40. Not Business asUsual! 40 Change is speeding up (D’oh!) Boomers aren’t the largest demographic Demographics have changed radically (although opinions haven’t caught up) Technology has changed more than everything ‘Personal device matters (BYOD) – e.g. shared home lines to personal mobile “Everything bad is good for you” Managing the ‘Commons’ as strategy not service space Role of quality curation versus consumer web search
- 42. 42 What we knowis POWERFUL! • Canada, Finland, China and Russia • New York State 2012 Summary of School Library Research • Ken Haycock OLA Summary of School Library Impact Studies • Advance: McKinley HS Study by Project Tomorrow • Project Tomorrow reports to Congress • Alison Head and Information Fluency research • Foresee Data and overall Usage Data • Pew Internet & American Life reports • Bill & Melinda Gates Foundation studies • IMLS, NCES, ARL, ACRL, ALA, LJ, etc.
- 44. What We NeverReally Knew Before 27% of our users are under 18. 59% are female. 29% are college students. 5% are professors and 6% are teachers. On any given day, 35% of our users are there for the very first time! Only 29% found the databases via the library website. 59% found what they were looking for on their first search. 72% trusted our content more than Google. But, 81% still use Google. (Wikipedia too)
- 45. 2010 Eduventures Researchon Investments 58% of instructors believe that technology in courses positively impacts student engagement. 71% of instructors that rated student engagement levels as “high” as a result of using technology in courses. 71% of students who are employed full-time and 77% of students who are employed part- time prefer more technology-based tools in the classroom. 79% of instructors and 86 percent of students have seen the average level of engagement improve over the last year as they have increased their use of digital educational tools. 87% of students believe online libraries and databases have had the most significant impact on their overall learning. 62% identify blogs, wikis, and other online authoring tools while 59% identify YouTube and recorded lectures. E-books and e-textbooks impact overall learning among 50% of students surveyed, while 42% of students identify online portals. 44% of instructors believe that online libraries and databases will have the greatest impact on student engagement. 32% of instructors identify e-textbooks and 30% identify interactive homework solutions as having the potential to improve engagement and learning outcomes. (e-readers was 11%) 49% of students believe that online libraries and databases will have the greatest impact on student engagement. Students are more optimistic about the potential for technology.
- 47. Common Core AdoptionMap Adopted Not Adopted
- 48. Are Students Prepared? 100 90 80 70 65% 62% Average percentage 60 60% of students in their 50 current classes teachers believe 40 could leave HS 30 PK – 5 6–8 9 – 12 prepared to succeed 20 in a 2- or 4-year college 10 0 Strongly agree Slide courtesy of the Ohio Department of Education
- 49. 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
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- 51. Common Core’s 3Big 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.
- 52. Shift to NonfictionTexts Informational text makes up the vast majority of the required reading in college/workplace Slide courtesy of the Ohio Department of Education
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- 56. Library Strategies Prioritization andsegmentation • Trans-Literacy • Lifelong Learning • LEGO™ Education • Boys to men • Guitars, poetry, Slam, Music, Roc • Girls and STEM k the Shelves • Programs +++ • Real • Virtual Space courses, certificates, GED, diplo • Engagement – gaming, laser mas, … tag, 3D, FabLab, MakerFaire, Fin • True Homework Help al Four, Green walls, . . . • Appointment partnerships • POSITIONING for life (learning issues) parent • Named rock star librarians partnerships (Justin on CBS) • Bilateral Partnerships • College choices • Safe Space
- 60. MONEY… …Is no longer an excuse.
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- 91. Stephen Abram, MLS,FSLA Consultant, Dysart & Jones/Lighthouse Partners Cel: 416-669-4855 stephen.abram@gmail.com Stephen’s Lighthouse Blog http://stephenslighthouse.com Facebook, Pinterest, Tumblr: Stephen Abram LinkedIn / Plaxo: Stephen Abram Twitter: @sabram SlideShare: StephenAbram1
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Editor's Notes
- #2 Topics to be Explored:Teaching & learningOnline learning, changes in teaching, experiential learning, etc. TechnologyTop trendsDigitization & Digital mediaPublishing TrendsThe marketplace for educationAcademic research Scholarly communicationLearning spacesPhysical & virtual
- #17 The trends identified as key drivers of technology adoptions over the next five years, in the Advisory Board’s ranked order of importance, are:Education paradigms are shifting to include online learning, hybrid learning, and collaborative models. Budget cuts are forcing schools to re-evaluate programs and driving increased interest in alternatives to traditional face-to-face learning models. Many are seeking to leverage students’ active engagement in Internet-based activities and social networks and their accompanying online skills by incorporating online and hybrid learning and expanded opportunities for collaboration. The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators. A trend in recent years, this continues to receive a high ranking. With a mass of readily available information, institutions must carefully weigh the unique value and assess credibility of these resources. Mentoring and preparing students for the world in which they will live is again at the forefront of key trends. It will be required that they be keen evaluators of information. As the cost of technology drops and school districts revise and open up their access policies, it is becoming increasingly common for students to bring their own mobile devices. “Bring Your Own Device” (BYOD) programs are increasing in popularity in schools, driven not only by saving on school technology funds and earmarking available monies for students who cannot afford personal devices, but also by an attitude shift as schools grow in their understanding of the capabilities of smartphones and other devices.
- #18 People expect to be able to work, learn, and study whenever and wherever they want to. This continues to be a key trend and is certainly true for most adults, as many of today’s jobs can be accomplished from anywhere mobile Internet access is available. The same holds true for many of today’s school-age children who live constantly connected to peers, social groups, and family. Some may argue this constant flow of information is a distraction, but others are attracted to the opportunity to “flip” expectations and practice regarding schoolwork and homework. Technology continues to profoundly affect the way we work, collaborate, communicate, and succeed. This too is a continuing trend cited in the Report. Today, technology skills are critical to success in almost every arena. Whereas the digital divide once was tied to wealth, it is now seen as a factor of education, with those acquiring technology skills better positioned to advance in their careers and in their lives. Evolving occupations, multiple careers, and an increasingly mobile workforce are among the drivers for this key trend. There is a new emphasis in the classroom on more challenge-based, active learning. Challenge-based learning fosters more active learning experiences, and active learning approaches are inherently more student-centered. Research and best practice points to potential advantages of connecting curriculum to real life experiences and letting students take control of how they engage with content, such as increased excitement about learning and stronger 21st century skills, among them leadership and creativity.
- #19 The Report additionally identifies significant challenges that will likely affect teaching, learning, and creative inquiry over the next five years:Digital media literacy continues to rise in importance as a key skill in every discipline and profession, especially teaching. Despite its perceived importance, this challenge remained at the top of the list in this year’s Report because training in supporting skills and techniques continues to be very rare in teacher education. While some of the lack of formal training is offset by professional development and informal learning, digital media literacy, which is less about tools and more about thinking, is far from the norm. K-12 must address the increased blending of formal and informal learning. Most schools are not engaging students in real-world experiences both inside and outside the classroom but rather continuing the traditional lecture and test model. Designing an effective blended learning model is key, and the growing success of many non-traditional alternatives with more informal approaches, such as the “flipped classroom,” suggests this trend will continue for some time. The demand for personalized learning is not adequately supported by current technology or practices. One-size-fits-all methods are clearly not effective; the continuing demand for personalized learning is driving the need for technologies with more learner choice, control, and differentiated instruction. But there remains a gap between the vision and the tools needed to achieve it. Access to materials and expertise, the amount and type of educational content, and methods of teaching can and should be supported by technology.
- #20 Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies. “The system” and fundamental structure of K-12 education presents a significant challenge. Resistance to change often stems from core efforts to maintain processes and practices of the current system. If the current system does not adapt in order to remain relevant, students may move to new and growing options, such as informal education, online education, home-based education, and others. Learning that incorporates real life experiences is not occurring enough and is undervalued when it does take place. This is significant since it strongly impacts how engaged students are with their learning, as they try to connect their world outside of school with school experiences. Practices such as project-based learning, incorporating life experiences, technology, and familiar tools, and mentoring from community members may help retain students in school and prepare them for post-secondary experiences they will encounter. Many activities related to learning and education take place outside the walls of the classroom and thus are not part of our learning metrics. Students access a range of learning games and resources via home systems and social networks that contribute to their learning, but it is challenging to tie these experiences back to the classroom and topics being studied. They tend to happen in unexpected ways and often in response to an immediate quest for knowledge, rather than being related to topics currently studied in school.
- #22 Over the last two years, cloud computing was at the top of the list, but it has now been widely adopted in K-12 schools so was dropped from this year’sReport. A combination of things such as e-mail, Google apps and collaboration capabilities, data storage, and others have caused cloud computing to move into mainstream use.The category of mobiles has appeared in the Report for the last three years and continues to be significant. This year, the Report splits out tablet computing as its own category, separate from Mobile Devices & Apps.Game-based learning has held its 2-3 year horizon position for likely adoption. Personal learning environments moved into a nearer horizon for widespread adoption, and augmented reality reappeared in this year’s Report after not quite making the cut last year.
- #30 Group Ground Rules:Your group will work most effectively when everyone:Respects each others’ opinions & perspectives Stays on time & on agenda topicContributes & ensures everyone is contributing (encourage & allow others to pause/think)Adopt a rule that each person has a maximum 8 minutes/meeting the “T” zone; in other words, to ensure that everyone contributes, everyone must limit their talking to 8 minutes (cumulative) throughout a 90 minute meeting. Some people need time to think, and to quietly consider what they want to contribute. Give them time. Another helpful guideline is to go around the room and ask for each person’s idea/contribution. Once someone has spoken, they can’t contribute again until it is their turn. These guidelines can be relaxed once a group is comfortable working together. Adopt them at the beginning as some people will be much more participative than others and we need to build a discussion environment that works for as many as possible. Acknowledges that everyone is busy and is doing their bestRecognizes that exploring is fun & thought-provoking, especially since we are in the Library sector
- #48 The answer is the Common Core State Standards.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. If your state has adopted the Common Core, then the demands on your students is going to shift dramatically in the next 2-3 years.
- #49 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.
- #50 This is a question from a 2010 survey of college and university librarians.It’s almost the same questions as the one we just examined posed to high school teachers.So, how many students do college librarians think are able to do college-level research?
- #51 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 just saw.I think we’ve identified a trend.
- #52 These are the 3 big ideas of the Common Core that libraries can help address. You’ll hear the term “literacy across the curriculum,” which means that reading and writing will be incorporated in English, Math, Science, Social Studies and Technical Subjects (what are Technical subjects?—every other curriculum area).“Text complexity” is another term you’ll hear. That is, students must be able to read increasingly difficult texts in all subject areas.The trend is away from writing merely as self expression and to a means for analysis.
- #53 One way that those three ideas will manifest themselves in daily instruction is in the shift to nonfiction texts.Informational text makes up vast majority of the required reading in college/workplace (80%). This is the change that I think affects public libraries the most. You might want to start adding high-interest nonfiction to your collection, not just reference texts, but popular nonfiction at all grade levels.In elementary school, students will read a blend of 50% nonfiction and 50% fiction. But by high school, those percentages will change to 70% nonfiction /30 % fiction. This is a shift in thinking for teachers and librarians.
- #54 Another very basic change of the Common Core is a shift in the number of topics covered. No longer will students be taught broad surveys of information. Instead, they will be studying fewer subjects in more depth. They will be thinking deeper about each subject.
- #55 First, I want to share with you 2 main trends that are affecting teens.The first, is of course, increasing digitization. You know that more of our lives are lived online. But did you know that more and more of teens’ schoolwork has to be completed online? Not only are they required to do more online, but there is an increasing shift for them to mobile devices. Many students have a smart phone even if they don’t have a computer at home.