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Springfieldlibrary - home
Related:  Useful ToolsLibraries, Research and Advocacy

This Is How to Use Twitter to Search for Educational Content Twitter search is a great alternative to the conventional ways of searching the net. This socially-based kind of search allows students to access content and resources that are both timely and relevant. And most importantly, students do not need to have Twitter accounts to search its database. Below are some of the ways students can leverage the power of Twitter search to look for educational content: 1- Twitter Search Operators similar to Google search operators, Twitter search provides a set of powerful operators that students can use to conduct focused search queries. 2- Use Hashtags Hashtags are a good way to gather people around content. 3- Use Twitter advanced search Twitter advanced search provides some powerful features to help students refine their searches and access relevant resources. A- Words section The Word's section in Twitter advanced search allows students to specify the terms, and phrases to be included or excluded from the tweets to be returned in result pages.

The Learning Commons Mindset February 12, 2015 by cultureofyes Students at West Bay Elementary School I walk into almost all of our schools in West Vancouver and very often the first thing people want to show me or talk to me about is the changes happening around the library. Or more specifically, schools are taking great pride in their learning commons spaces that are developing. I like the library metaphor from Joan Frye Williams (shared in this blog from Joyce Valenza): Our libraries should transition to places to do stuff, not simply places to get stuff. The library as a kitchen – I love it. And just what does this look like? A couple weeks ago I was at West Bay Elementary for the opening of their new space. Our work in West Vancouver, both with spaces and mindsets is not happening in isolation. The photos below give a sense of some of the uses of the new space at West Bay, and what we are seeing across our district as we make these shifts. Individual and group work. Students working before school Like this:

Rethinking library advocacy With the cuts facing libraries around the country, how to improve our advocacy methods has been a paramount topic lately. On Monday, I’m cohosting a webinar in the TL Virtual Cafe featuring Buffy Hamilton and Chris Harris on the crisis in staffing cuts many libraries around the country are facing and some proactive measures to take. At the Texas Library Conference this week, I was privileged to hear the Spokane Moms,(Lisa Layera Brunkan and Susan Lloyd McBurney), two of a dynamic group of moms who fought in Washington State to preserve school libraries challenging our notions of how to do library advocacy. While they were very focused on the power of bringing different stakeholders into a statewide advocacy movement, they also shared ideas that any librarian in any district could use to manifest the support they already have more clearly. In the midst of their advocacy journey, they were told by a key legislator, “Don’t bring the librarians” to the statehouse.

14 Ways K–12 Librarians Can Teach Social Media by Joyce Valenza This is the best time in history to be a teacher-librarian. Major shifts in our information and communication landscapes present new opportunities for librarians to teach and lead in areas that were always considered part of their role, helping learners of all ages effectively use, manage, evaluate, organize and communicate information, and to love reading in its glorious new variety. A school’s teacher-librarian is its chief information officer, but in a networked world, the position is more that of moderator or coach, the person who ensures that students and teachers can effectively interact with information and leverage it to create and share and make a difference in the community and beyond. For background, take a look at the Standards for the 21st Century Learner. These information-fluency standards scream inquiry, critical thinking, digital citizenship, creative communication, collaboration, and networking. 7. Here are some examples" 10.

COME INTO DELIGHT Critical Thinking Model 1 To Analyze Thinking We Must Identify and Question its Elemental Structures Standard: Clarityunderstandable, the meaning can be grasped Could you elaborate further? Could you give me an example? Standard: Accuracyfree from errors or distortions, true How could we check on that? Standard: Precisionexact to the necessary level of detail Could you be more specific? Standard: Relevancerelating to the matter at hand How does that relate to the problem? Standard: Depthcontaining complexities and multiple interrelationships What factors make this a difficult problem? Standard: Breadthencompassing multiple viewpoints Do we need to look at this from another perspective? Standard: Logicthe parts make sense together, no contradictions Does all this make sense together? Standard: Significancefocusing on the important, not trivial Is this the most important problem to consider? Standard: FairnessJustifiable, not self-serving or one-sided Do I have any vested interest in this issue? Think About... Gather...

Ten Read-Aloud Lessons from Preschoolers Ten Read-Aloud Lessons from Preschoolers by Susan Stephenson, Recently, I’ve been reading aloud once a week to a group of two- to four-year-olds at my local library. 1.There’s no point in being a book snob. 2. 3. 4. 5. 6. 7. 8. 9. 10. If you're interested in children's reading, why not check out other articles by clicking Reading in my right sidebar? The True Value of the Work We Do School Library Monthly/Volume XXVII, Number 8/May-June 2011 The True Value of the Work We Do by Carol L. Carol Tilley is Assistant Professor at the Graduate School of Library and Information Science at the University of Illinois Urbana-Champaign where she teaches courses on comics, media literacy, and youth services librarianship. A compelling argument for the value of collaborative and outcomes-based library service to young people can be found in the book New Directions for Library Services to Young Adults, by the Young Adult Library Services Association with Patrick Jones (Linda Waddle, ed. 2002). I talk with students in the classes I teach about mission, vision, and values statements for libraries—not the most riveting topic of the semester, but one that helps them go on the journey Jones describes. The Real Need for Demonstrating Value The retention of professional positions in the school library is probably the most positive response to the previous questions. Impact, Impact, Impact

21st Century Information Fluency Home > Web 2.0 > Featured Article Web 2.0 Meets Information Fluency: Evaluating Blogs By Joyce Valenza Evaluation Skills in the Web 2.0 Information Landscape. This fluency involves determining accuracy, relevance, comprehensiveness; distinguishing among facts, points of view and opinions; and selecting the most useful resources for a particular information need. The traditional publication process made evaluation a much simpler skill back in the days before digitization, and in the days before information assumed new democratic formats. New, as well as traditional questions emerge as learners evaluate the information they find. Just as mega-store sites like Amazon address the long tail or the niche market, the Web, and blogging especially, promote the flourishing of the niche opinion, a great democratic concept, but a challenge for learners struggling to evaluate context and bias. How should students evaluate and select blogs as information sources? Blogs require new types of examination

wikispace for springfield library by mosaic May 22

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