Future Ready Librarians is an expansion of the Future Ready initiative aimed at raising awareness among district and school leaders about the valuable role librarians can play in supporting the Future Ready goals of their school and district. Two guiding questions are central to Future Ready Librarians. How can librarians and libraries support Future Ready schools? How can librarians and libraries become more Future Ready? Future Ready Librarians will provide resources, strategies and connections for district leaders and librarians to be able to work together to promote and implement innovative learning opportunities for students.
Technology integrations like video lectures, online problem-solving features, graphic representations—and all of these on a smartphone—have made online learning interesting, accessible and far more engaging
From coast to coast, elementary and high school libraries are being neglected, defunded, repurposed, abandoned and closed.
The kindest thing that can be said about this is that it’s curious; the more accurate explanation is that it’s just wrong and very foolish.
A 2011 survey conducted with my graduate students of 25 separate statewide studies shows that students who attend schools with libraries that are staffed by certified librarians score better on reading and writing tests than students in schools without library services. And it is lower-income students who benefit the most.
TILBURG - Een wel heel bijzondere gast nam afgelopen maand vijf peuterspeelzalen en kinderdagverblijven in Tilburg over: robot Robin. Hij nam zo’n 65 kinderen van 3 jaar oud ‘mee op reis’ en leerde ze onder meer in het Engels tellen.
Op 23 augustus 2016 organiseerde de landelijke organisatie Leraren met Lef een onderwijsbijeenkomst op de Parade in Amsterdam. De laatste onderwijsinnovaties werden gepresenteerd en BreinPlein – een onderwijsinnovatieproject van Centrum Brein & Leren VU – was hierbij aanwezig. Meer dan 70 leraren werkten deze middag met de bouwmaterialen, puzzels en denktaken van BreinPlein die bedoeld zijn voor basisschool kinderen vanaf groep 4. We vonden het bijzonder om te worden uitgenodigd en aanwezig te zijn. In het filmpje is te zien hoe leraren met de materialen van BreinPlein aan het werk zijn. BreinPlein bestaat uit een set van bestaande materialen die zijn voorzien van nieuwe instructies. Leraren kregen voorbeelden te zien van materialen die in de klas gebruikt kunnen worden. Er werd uitleg gegeven over het belang van instructies en het wijzen van de juiste route. Kinderen komen zonder instructies al heel ver, maar door ze de juiste route te wijzen komen ze nog verder. Ze houden het langer vol om met een taak te werken die niet meteen lukt. In het filmpje is te zien hoe leraren geconcentreerd met de materialen werken. Door logisch na te denken, samen te werken, te plannen en te handelen brachten ze de opdrachten tot een goed resultaat.
In the annals of great parenting moments, the one where the kids clamber onto the couch by themselves with their very own longish-book is an awesome one. They’ve mastered the de-coding, they’ve got the sounds, and they can follow a simple plot. Time to kick back and watch them lose themselves in literature, right? Wrong. Doug Lemov, author of Teach like a Champion and co-author of Reading Reconsidered argues that’s just the moment to read to them more—and to choose challenging texts, far above their reading level. He writes: Yes, encourage your kids to practise decoding and fluency on accessible texts. But also realise that being read to from books that are more complex than they can read on their own prepares them for the gatekeeper task: understanding difficult ideas and complex texts. There are multiple benefits to reading kids hard books, he argues. Some are obvious, like exposing them to more complex vocabulary. Some are less so, such as exposing them to more complicated sentences and more elaborate plot lines, which better prepares them for when they encounter those on their own further down the road.
At the start of every school year, Diane Levin, an education professor at Boston’s Wheelock College who teaches a course called “Meaning and Development of Play,” has her students interview people of different ages about how they used to play when they were children. The results are not surprising: Every year, her students report that interview subjects over age 50 played outside all day in big groups of their peers, with a few toys (“maybe a ball”) and no adult supervision. People between the ages of 20 and 40, who grew up in the 1980s, ‘90s, and early 2000s, watched a lot of television but still played outside, often make-believe games inspired by TV shows and movies.
For young people today, however, it’s a different story. “They hardly play. If they do play it’s some TV script. Very prescribed,” Levin said. “Even if they have friends over, it’s often playing video games.”
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