The flipping librarian. Flipping the Library: Tips from Three Pros. Through the use of innovative technologies and online resources, school libraries can now be available to students wherever—and whenever—they need them.
“Flipped” or blended learning offers students the power of personalized instruction, through a mix of virtual and face-to-face interactions, at a student’s own pace. Embracing this concept is a must for student engagement and the future of the profession, say school librarians Joyce Valenza, Brenda Boyer, and Michelle Luhtala. The powerhouse trio of experts shared their thoughts on the concept during “Flipped School Libraries,” a rapid-fire, dynamic session during The Digital Shift: Reinventing Libraries (#TDS13) webcast on October 16, in which they exchanged tips, inspiration, motivation, and their favorite tech tools.
MediaTeach. Collaboration and reflection. Proactivity and Reflection: Tools to Improve Collaborative ExperiencesMinnesota Media, 2004 Collaboration is the Holy Grail of librarianship.
It’s how we become indispensable to others, but it is arguably the most challenging part of our jobs. There never seems to be enough time. Many teachers are very independent. Scheduling works against team efforts. Library media specialists can and should add genuine value to the educational process through collaborative planning and teaching. A book worth reading is Reflective Practice to Improve Schools. Below are a few suggestions drawn from professional reading (see appended bibliography), from watching really good library media specialists at work, and from reflecting on my own successful collaborative efforts. Please don’t just read the suggestions. That’s it. I. Use student mastery of content area objectives as the goal of the planning and activity.
II. III. Practice Covey’s philosophy of win/win or no deal when collaborating. Introduction. 1.
Students learn isolated skills and knowledge, starting with the simple building blocks of a particular topic and then building to more complex ideas. While this appeals to common sense (think of the efficiency of a automobile assembly line), the problem with this approach is the removal of any context to the learning, making deep understanding of the content less likely. Perkins calls this approach elementitis, where learning is structured exclusively around disconnected skills and fragmented pieces of information. 2. Students learn about a particular topic. The solution that Perkins offers to the typical classroom experience is what he calls learning by wholes, structuring learning around opportunities to experience or engage in the topic as it would exist outside of school. An example of ‘learning by wholes’ can be found in my own Cigar Box Project, a year-long, grade 7 study where students explored 5 themes in Canadian history.
Inquiry as “Play” Moving From Theory to Practice. Great Teaching Means Letting Go. Great Teaching Means Letting Go by Grant Wiggins, Ed.D, Authentic Education My greatest learning as a teacher came on the soccer field.
We had been working for a few weeks on the same key ‘moves’ on the field related to creating ‘space’. After a few practices, the team looked good in the drills – they’ve got it! Next two games? There are two vital lessons here about learning: Transfer is the bottom-line goal of all learning, not scripted behavior.Transfer means that a learner can draw upon and apply from allof what was learned, as the situation warrants, not just do one move at a time in response to a prompt. Today's%20school%20library%20media%20leader_1.pdf. The School Library Media Specialist: Overview. The teacher librarian must be prepared for a wide variety of leadership roles in the learning community.
These multifaceted roles require a thirst for knowledge and a commitment to on-going professional development. The library media specialist has many roles and responsibilities including teacher, instructional partner, information specialist, and program administrator (Information Power, p. 4-5). Teacher. Learning Standards & Program Guidelines. Review and Revision For the first time in decades AASL will be using a multi-layered survey, data, and research approach to revise and rewrite its learning standards and program guidelines for your profession.
To ensure the standards meet the needs of the entire community it is critical that we hear from you! Visit the FAQ section for more information on how you can get involved. Overview | Project Plan Milestones | Frequently Asked Questions. Learning Standards & Common Core State Standards Crosswalk. Skip to main content ALA User Menu Search form A Division of the American Library Association You are at: ALA.org » AASL » Learning Standards & Program Guidelines » Learning Standards & Common Core State Standards Crosswalk Share this page: Share on Facebook. Position Statement on Flexible Scheduling. The library program is fully integrated into the educational program so that students, teachers, and school librarians become partners in learning.
This integration strengthens the teaching for learning process to insure students are active learners who guide and continually assess their learning process. Open access to a quality school library program is essential for students to develop the vital skills necessary to analyze, evaluate, interpret, and communicate information and ideas in a variety of formats. Inquiry skills are taught and learned within the context of the curriculum and may occur in the classroom, the library, or at home with 24/7 accessibility to a wide range of resources, technologies, and services.
The integrated library program philosophy requires an open schedule that includes flexible and equitable access to physical and virtual collections for staff and students. The PARENTS advocate for a library program that provides their child with access 24/7. Thinkfinity.