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Paradigm Shift in School Libraries
Transcript of Paradigm Shift in School Libraries
The Research Process
STEP 1: Topic
STEP 2: Subtopics
STEP 3: Sources
STEP 4: Read/Think/Select
STEP 5: Note-taking
STEP 6: Sort/Number Notes
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Web 2.0, Classroom 2.0
Paradigm Shift, Not Pendulum Swing
First student: “Can you help me? I’m having trouble logging into Blackboard.” The person asking me this question is not a college student in a day or evening class, it is an 11-year-old 7th grader at my school site. “My teacher said he posted an assignment, and I really want to get to it.” How many students do you know who ask to access their assignments?
Second student: “I got my netbook, but I was absent the day the textbooks were downloaded. Do you have them?” How many students do you know who ask for their textbooks?
Like the looming music in the movie “Jaws,” you can sense it, feel it, expect it. If you think something big is coming in education, think again. It’s here. My middle school in Riverside, California, was selected as one of only two schools in the state to receive a special School2Home endowment whereby every student has been given a netbook (one-to-one). This changes everything.
Are you running off
tons of paper copies?
Instead of this?
Are students writing
Instead of creating this?
The essential role of the Teacher Librarian is to deliver library instruction in the over-simplified areas of literacy/literature, information literacy/research teaching, and technology literacy. These three basic areas are represented in model school library standards. But the school librarian’s mandate for effective instruction is never to teach the skills and strategies of information standards in isolation. To be effective, information literacy standards must be embedded in content-area standards-based units of instruction. But does this relegate Teacher Librarians to educational invisibility? The standards which drive the need to learn and implement new technologies most likely are not factored into a district or site’s evaluation of school-wide instruction as judged by teachers’ lesson plans, are not observed in classroom walk-throughs (CWTs), are not assessed by the site administrator who is evaluating a Teacher Librarian by using a standard certificated evaluation form, and are surely not in the radar of the parent population who likely thinks staff in a school library checks out books---period.
Instead of this?
Are students carrying this?
How is the paradigm shifting?
The pendulum always returns to
where it started.
Where are you?
I'm at a one-to-one school.
Every student has a netbook.
Subject area lessons must change,
but how do your library
and research lessons change?
What happens to books?
I feel like I have one foot
in a print library....
and one foot dangling
over a wormhole
that will suck us all,
ready or not...
into the future.
Has the wormhole captured you yet?
Time for questions.
Thanks for coming.
Session by Deborah B. Stanley