Web 2.0 tools can be very useful within a 21st century class room. Blogs, Wikis, voice threads, etc all have there place within education if they are used correctly to complement and enhance student outcomes.
It is vital with the education revolution that technology not only enters the school community but the practitioners of that community are properly educated in their use. Teacher Librarians have the potential to take the lead within the school environment in implementing and instructing in the use of web 2.0 tools within the 21st century class room.
Students are becoming very familiar with many of these tools and using them for social reasons outside of the school. Teachers have the ability to tap into these resources and engage students accordingly or else face the risk of being left behind. Proper in servicing of staff by a TL can assist in this happening. The 21st century class room needs teachers capable of using web 2.0 tools in order to effectively and more efficiently communicate, collaborate and instruct 21st century learners.
Tuesday, August 30, 2011
Thursday, August 25, 2011
Teacher Librarian and the curriculum
A teacher librarian is well placed within the school community to assist with the implementation and development of the school curriculum.
Firstly, the TL was once (and still is) a real life teacher and as such is well placed to assist in the above mentioned. I personally teach four different KLA's so as a TL would be well placed to assist in these areas. This is a major advantage for any school that has a fully qualified TL over hiring a librarian or using mum and dad volunteers.
Secondly, by studying this course I have been reminded and refreshed of teaching and learning strategies such as Bloom's taxonomy and inquiry based learning and how these, when used skillfully, can best assist student learning and development. I am gaining new knowledge, knowledge my fellow teachers are not, such as the benefits of project based learning. As a TL I would see it as my duty to demonstrate the possibilities these strategies have to offer or to lead by example in making the shift into 21st century learning and teaching.
Classroom teachers may see time constraints as an issue either to collaborate or to alternate their teaching style. I am certainly personally aware of the many hats and pressures a full time teacher is under but I would consider time spent now as an investment in the future and a possibility of saving time later.
Recently I put a small PBL in action with my year 8 history class. They were divided into the categories of Viking, Saxon, Norman. Their initial job was to gather as much information about their home regions and lifestyles as possible in a window of time (this was coupled with an awareness of Shcrocks 5W's as it was an internet task). Students then took turns in sharing this information on the board.
Following this I detailed to them the events of 1065 and early 1066 and asked each group respectively and based on their social and cultural beliefs (V,S & N) what they would do about it? INVASION !!!
the PBL come into play with their planned of attack or defense based on the resources available etc that they researched.
The Norman group stepped forward detailed their plan and responded to questions from the defenders (the Saxon's) this included the weather, payments etc. The Vikings followed and then the Saxons.
Step three was the outcome of the battles based upon all they had researched, analysed and synthesised.
They were virtually spot on with their analysis of events based on what they had learnt. We then watched a short DVD on the battle of Stamford bridge and Hastings.
This set us up well for our look at the medieval world.
Now this was not a 100% PBL nor was it perfect. It was a start. It took little time to create, was student oriented and created a situation where collaboration, communication, research and evaluation skills were required.
I overheard a student saying to his friend "this is fun and i'm actually learning something".
Firstly, the TL was once (and still is) a real life teacher and as such is well placed to assist in the above mentioned. I personally teach four different KLA's so as a TL would be well placed to assist in these areas. This is a major advantage for any school that has a fully qualified TL over hiring a librarian or using mum and dad volunteers.
Secondly, by studying this course I have been reminded and refreshed of teaching and learning strategies such as Bloom's taxonomy and inquiry based learning and how these, when used skillfully, can best assist student learning and development. I am gaining new knowledge, knowledge my fellow teachers are not, such as the benefits of project based learning. As a TL I would see it as my duty to demonstrate the possibilities these strategies have to offer or to lead by example in making the shift into 21st century learning and teaching.
Classroom teachers may see time constraints as an issue either to collaborate or to alternate their teaching style. I am certainly personally aware of the many hats and pressures a full time teacher is under but I would consider time spent now as an investment in the future and a possibility of saving time later.
Recently I put a small PBL in action with my year 8 history class. They were divided into the categories of Viking, Saxon, Norman. Their initial job was to gather as much information about their home regions and lifestyles as possible in a window of time (this was coupled with an awareness of Shcrocks 5W's as it was an internet task). Students then took turns in sharing this information on the board.
Following this I detailed to them the events of 1065 and early 1066 and asked each group respectively and based on their social and cultural beliefs (V,S & N) what they would do about it? INVASION !!!
the PBL come into play with their planned of attack or defense based on the resources available etc that they researched.
The Norman group stepped forward detailed their plan and responded to questions from the defenders (the Saxon's) this included the weather, payments etc. The Vikings followed and then the Saxons.
Step three was the outcome of the battles based upon all they had researched, analysed and synthesised.
They were virtually spot on with their analysis of events based on what they had learnt. We then watched a short DVD on the battle of Stamford bridge and Hastings.
This set us up well for our look at the medieval world.
Now this was not a 100% PBL nor was it perfect. It was a start. It took little time to create, was student oriented and created a situation where collaboration, communication, research and evaluation skills were required.
I overheard a student saying to his friend "this is fun and i'm actually learning something".
Tuesday, August 2, 2011
The Collaborator
Collaboration and the Teacher Librarian
A few of my thoughts.
From the beginning of my studies I have been introduced to the necessity of the teacher librarian to “Sell” their skills and knowledge to the school and greater communities. To make students, fellow teachers, middle managers, principals and members of the wider community aware of what teacher librarians have to offer.
The modern teacher librarian has a great deal to offer. A teacher librarian has a range of skills that vary from evaluator to facilitator, from collector to assessor and much in between. Although the modern teacher librarian does need to overcome built up misconceptions from the past that claim the TL possesses a limited ability. The modern TL clearly needs to demonstrate to their peers exactly the skills and knowledge they have to offer.
Collaboration is the best way to do this. It is apparent that the introverted teacher librarian who spent their time hidden away, skulking among the aisles is dead (or at least should be) and the new TL needs to be present, cooperative and ever helpful.
In my opinion the first step in collaboration is to sell yourself to your peers, to the students, to the middle and upper school managers and to the parents. Let them know you are there and what you can do. Instil confidence! If the stake holders have not trust in your ability they will not seek you out for assistance nor accept any offers you make.
Next, I would find out what my peers needed. As Hancock states “teachers and teacher librarians see collaboration in their own self-interest”. You must be able to improve their position be it in the classroom for instruction or planning, for evaluation or assessment. In order to effectively collaborate your peers must feel they are gaining something. Through discussion, involvement and research the TL can discover what a client needs and then set about the task of partnering to achieve the desired goals.
There are other essential steps but for the purpose of this forum I have decided to leave them out (it is becoming a very long post)
The TL is capable of assisting fellow teachers in areas where they may not realise they need it. For example a quick suggestion for a website or program, a constructivist classroom idea or method or even sharing some knowledge on best collaboration practice for the staff room and class room. As Hancock states students that worked in a collaborative manner were more creative. Students who are creative tend to enjoy their studies more as do their teachers (speaking from first-hand experience).
Finally (but most importantly) the implication for your collaborative efforts (as a TL) is realised by the improvement of student results “by more than 20% on measures of achievement in some studies” (Lance, Rodney, & Hamilton-Pennell, 2000, as read in Hancock, 2007)and as we all know the end goal is student learning and achievement.
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