Outstanding article on school libraries! Please read!
“I think calling it a library is not accurate—to me it’s become a learning center that has resources,” said one principal. “When I see students in here, they’re doing research, maybe teacher-directed, but you know, I see a lot of them come in just to find out general information, to learn something—maybe not related to school, so to me it goes far beyond what we thought a library was.”
Not only do librarians enable learning, research also shows that they shape how learning takes place by helping teachers push the boundaries and innovate. As one principal said, “We do a lot of interdisciplinary teaching.... I think that our media specialists have enabled us to make that push, to be better at taking risks, and to do things that are normally outside of the box.”
Wikipedia's most common sources of information are news outlets, books, and academic archives. So if your teacher has banned Wikipedia, just follow Wikipedia's trail of sources to get to the good stuff. Oh, and don't tell them we sent you.
(This post is Part One in a two-part series. You can see Part One here) This week's "question of the week" is: "What does research say about use of ability groups/tracking, and how have you seen it used or misused?
In a widespread effort to support teachers and students in the tricky art of evaluating information, NoodleTools has made freely available its Show Me Information Literacy Modules:http://www.noodletools.com/guide/showme/
With a mix of vibrant images, visual annotation and text, the modules are designed by educators at NoodleTools to engage students in information literacy and the research process. What constitutes credible information? How does source type contribute to relevance, authority and point of view? How do I evaluate and cite born-digital images and online sources?
Over twenty full modules are available, addressing source and website evaluation, digital literacy skills, plagiarism prevention and ethical writing. There are three progressive levels to choose from (Starter, Junior and Advanced) for elementary through university students.
(This post is Part One in a two-part series) This week's "question of the week" is: "What does research say about use of ability groups/tracking, and how have you seen it used or misused? What are workable alternatives?
Deborah Owen's insight:
"Grouping students should be done based on what we know about students and how to maximize their learning, not because we were told to group students in a differentiated instruction seminar. We group purposefully. This means we put students into groups when we think students will learn more, or they will find more meaning in their learning, than they would achieve with a one-size-fits-all general approach. Most students can do most things we assign or that we facilitate with the class, but we remain attentive to those who aren't learning with the generalized approach, and we change things so that they are successful."
Rita Pierson, a teacher for 40 years, once heard a colleague say, "They don't pay me to like the kids." Her response: "Kids don't learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect...
Deborah Owen's insight:
GREAT video! Must watch! She is right on so many counts. Bottom line: it's all about the relationships. Leave a legacy.
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