Post #4 - Reflecting on the things I've learned this semester

     It’s hard to believe the semester is almost over. We’ve been introduced to some great technology tools, and after learning how to use them for assignments, both by myself and as part of a couple different groups, I feel lots more confident about using them and incorporating them into future lesson plans. I’m not in a library yet, but I’ve already been able to use a few of the tools in my current academic job – I’ll be giving a short presentation to staff next week utilizing Prezi.

Before composing this post, I read the following article by Daniella Smith, a professor at UNT:

Smith, D. (2010). Maiking the case for the leadership role of school librarians in technology integration. Library Hi Tech, 28(4), 671-631. Retrieved from http://libproxy.library.unt.edu:2199/10.1108/07378831011096277

It’s almost startling that the pilot program for a research-based leadership program for school librarians (Project LEAD at the Florida State University College of Information) took place only six years ago. Leadership and the use of technology seem so intertwined in what school librarians/media specialists are charged to do that it seems odd that they haven’t always been part of the school librarian curriculum. I’m just starting the coursework for the school librarian program, but it seems like many of the issues addressed in Project LEAD have been incorporated into our program, especially the “hands-on” use of technology and examples of how Web 2.0 can be utilized in lessons for 21^st century learners. I’m especially glad that Smith (2010) pointed out that “even digital natives need instruction on how to transition teachers who use advanced and assistive technologies in the classroom” (p.619). I think this point is sometimes overlooked; we assume that students and/or teachers who have “grown-up” using technology will automatically know how to use it in the classroom, but that simply isn’t the case. Unless you actually use some of the Web 2.0 tools, you don’t get a real feel for what they can (and can’t do), so “real-life” opportunities to utilize them are key to making them a successful addition to the classroom. Simply using technology to create different delivery systems of information isn’t really using the tools; rather, finding ways to make the content “come alive” for the student, or at least give them a new way of thinking about and/or synthesizing the information is what makes it so exciting.

     Like many of the pre-service librarians in Smith’s study, at the beginning of this course I wasn’t confident that I had “the knowledge [I] needed to implement technology in the classroom” (p. 626). But, also like the pre-service librarians in Smith study, as we reach the end of the semester I feel that the “new skills” I’ve learned through the modules will help me “to strengthen interactive lessons for students” when I have the opportunity to work in a school library setting (p. 624). Mostly, that is because the projects and lesson plans we’ve put together this semester have allowed me to start building a technology-rich portfolio of work that I know I will continue to build and add to as I continue in the program.

     As we’ve moved from module to module, it’s been really clear that technology is ever-changing. Programs, tools, and sites are constantly being upgraded, revised, and expanded, so even what we’ve learned this semester will likely be different by the time the next round of students enroll in the Fall. That’s an important lesson for any educator to take to heart – if we expect our students to go out into the world equipped to deal with/work with/create with technology tools, we, as their teachers/mentors/librarians have to keep up with new programs, upgrades, etc. so we can be sure that we’re not only exposing them to the “latest and greatest”, but also to be sure we’re teaching them not to be complacent and to constantly be aware that things change. Personally, I find technology exciting.  Obviously, not every tool will work in every situation, but knowing what’s out there is really important. For years, we’ve expected educators to know lots of theories about student development, know lots of ways to deliver curriculum and meets the needs of diverse learners; staying abreast of current technology is really no different – it’s like adding another category of “tools” to our tool box. No expects that someone who has never used power tools before would be comfortable (or competent) on their first try; technology tools can be a bit intimidating at first too. But, as I’ve learned in this class, and as Smith’s study showed, once you get some “practice” under your belt and have some guidance and examples/lessons with which to test your new skills, it’s relatively easy to feel like an “expert” after a small investment of time. I’m looking forward to discovering, learning about, and using even more technology tools in the future; sharing them with colleagues, students, and my kids makes the prospect even more exciting.

Post 3: eBooks in Libraries

There are so many things to consider when pondering the use of eBooks in libraries, particularly in school libraries. First, there are accessibility considerations that include the type of platform the books will be available on; whether they will be “one book-one user” accessible or available to multiple, unlimited users simultaneously; whether they can be purchased as single titles, as part of a bundled collection, or as part of a Patron Driven Acquisition (PDA) model. There are also questions about cost to consider such whether eBooks will take the place of print books or will exist alongside the print collection as a separate category of media. Patron usage patterns and expressed needs for eBooks are also a key area of consideration.

There are numerous articles in the literature about the use of eBooks in libraries. Many researchers look at eBook usage in specific types of libraries, narrowing their focus to academic libraries, public libraries, or school libraries; a few compare and contrast findings across types. To prepare for this post, I read the following articles:

Ashcroft, L. (2011). Ebooks in libraries: An overview of the current situation. Library Management, 32(6), 398-407. doi:10.1108/01435121111158547.

Doiron, R. (2011). Using e-books and e-readers to promote reading in school libraries: Lessons from the field.  Paper presented at World Library and Information Congress: IFLA Conference, San Juan, PR. Retrieved from http://conference.ifla.org/ifla77 .

Sanborn, L.D. (2011). Ebook collections for high schools. School Library Monthly, 28(1), 37-39. Retreived from http://www.schoollibrarymonthly.com .

Ashcroft (2011) provided an overview of eBook usage surveys conducted primarily at academic and public libraries in the US and the UK from 2007 – 2009. She emphasized the need for libraries of all types to promote their collection of eBooks to their patrons. Making sure patrons were aware of how to use eBooks was also stressed. One of the most obvious, yet most profound statements that Ashcroft makes is that “three years is a long time in the ‘e-world’” (p. 399). While school libraries are only briefly mentioned in any of the surveys Ashcroft reviewed (due to low participation by school librarians), her summary is still very relevant for school librarians since school library patrons often have access to public libraries at the same time they are using their school libraries, and because many school library patrons will utilize post-secondary academic libraries after they leave the K-12 setting. Collaboration between and across library types helps users gain better understanding of and acceptance of eBook collections.

Doiron (2011) provided a wide cross-section of information about eBook usage, budgetary considerations, and field-tested advice. His overarching message is that each school library is unique. So, while learning about what has worked or been challenging in regard to eBooks in other school libraries is a valuable tool, there is no one model or situation that will be ideal in all school libraries. Reading about, talking about, and observing usage and acquisition patterns in other school libraries should be viewed as a starting point, not a step-by-step guide, for any school librarian working to build or enhance their own eBook policies, collection strategies, and budgetary considerations. Dorion suggests that staying current on research regarding the ways eBooks can enhance the reading experience for young, or struggling, readers , is especially important for teacher-librarians since their goal has always been, and will continue to be, “encouraging students to develop positive lifelong reading habits” (p. 9). I think Doiron is absolutely correct in suggesting that teacher-librarians need to familiarize themselves with the various eBook reader platforms, note taking options, and ease of use so they can use personal examples/skills to assist their students. Polling teachers and students about the devices they already own/use to access eBooks is also a great suggestion Doiron provides; it seems reasonable to expect that usage rates will go up if you are providing eBooks that are compatible with platforms that your users are comfortable using.

Sanborn’s  (2011) article was particularly interesting because it provided a list of actual eBook resources/collections/subscriptions that are appropriate for high school libraries. She includes ball-park pricing, making an effort to keep her recommendations under the $5000 mark, so readers can get a real sense of whether the platforms described would be economically feasible for their school.  One of the suggestions that caught my eye was the ebrary “Public Library Complete” option that, as of her writing, allowed schools free access to a 21,000+ volume collection if it was purchased by their town library. Not all school libraries and public libraries have strong collaboration partnerships, but opportunities like this would certainly make such collaborations worthwhile and would foster lasting connections for users.

All of the authors remind readers to investigate and utilize free eBook services. Google Books, the Hathi Trust, Project Gutenberg, Open Library, and Internet Archive are a few suggestions. They also all remind readers that most eBooks can be accessed on school computers, laptops, smart phones, and similar devices, so worrying about adding eReaders (Kindles, Nooks, etc.) does not have to keep you from growing your library’s eBook collection.

Overall, these articles provide lots of interesting perspectives to ponder and consider about using eBooks in library settings. I’m not in a school library yet, but as these authors predict, I also believe that eBooks will continue to grow in popularity. Students already spend lots of time online, so for most, reading eBooks will be second nature. School libraries that can successfully meet the learning needs of their users through both print and online sources will be helping their students meet 21^st century learning goals. As a fan of print books, I hope that eBooks never completely replace print, but I definitely see the advantages that enhanced content, ease of use, portability, and accessibility have for students.

Blog Post 2: Using Hand Held Devices in the Classroom

For this assignment, we were asked to find an article about using hand held devices in the classroom; I found quite a few that were really interesting and helpful ( I love when authors provide loads of tried and tested resources!), and will be talking about this one in particular:

Bennett, K.R. (2011). Less than a class set. Learning and Leading with Technology, 1-4.

Bennett (2011) introduces the idea that iPads are like personal electronic whiteboards. And, she suggests that they are "less of a hassle" for most school IT departments since (1) apps can all be added under one iTunes account, (2) apps are automatically updated across devices, and (3) IT doesn't have to continuously add/monitor/coordinate updates like they do for all the PCs and lap tops that share your school's site license.

Of particular interest are the many ideas Bennett offers for utilizing iPads in the classroom - the number you have available does not have to limit what you can do! Her article is based on real-world classroom experiences of pre-service second grade teachers; they are easily adaptable to other grade levels:

• Centers - if you have a limited number of iPads, but also have other media devices in your classroom such as PCs, lap tops, iPod touch, or a whiteboard, make each of them a Center that students can rotate in and out of. This lets your students experience similar apps/learning modules on different devices.

•  Partners and Trios - specific lessons work well in small groups, the number of groups can  correspond with the number of iPads you have available. Bennett (2011) suggests using an app such as DoodleBuddy (a small-group whiteboard) that lets the students use visual     representation to answer questions. They can save their responses in the iPad's photo album for teacher review.

• Teacher Only - the teacher can walk around the room showing collected pictures, use the iPad as a digital book, or use it for administrative things like attendance logs and parent contact lists. (Another source also suggested using the iPad in conjunction with a document camera so the whole class can see the screen simultaneously!).

Additionally, Bennett (2011) provides some "lessons learned" that serve as great advice for educators planning to use iPads in the classroom:

• Provide specific rules and self-navigated instructions - whether it's an instruction card or a list of instructions that is posted somewhere in your classroom, this will give your students a clear set of rules to follow each time they use the iPad so you never have to hear "no one told me".

• Organize your apps - Bennett (2011) suggests keeping all the apps most commonly used on the first page, and/or creating a folder to keep them in on the main screen - great timesaver and easy way to be sure students can navigate quickly back to an app they were working in if they close out too quickly, their finger slips, etc.

• Turn off 3G - To keep kids safe (and to limit "surfing") Bennett (2011) suggests using only your  school's Wi-Fi access to the internet, and to also make sure that any iPad you use in your classroom has to go through your school's firewall to get on the internet. She also offers the reminder that "most apps function offline, so you can still get a lot of instructional value even if your students can’t go online." - this may be a real selling point for administrators who are hesitant to introduce another avenue to the web in their classrooms!

• Think outside the app - since there are literally thousands of apps available, Bennett (2011) suggests not limiting yourself (or your classroom)  to content specific apps. Look especially for those that require problem solving skills and creative thinking - answers can be saved in the iPad camera roll or photo album, or even added to an app such as Dropbox or Evernote, so the teacher can check it later.

In addition to a list of resources, at the end of the article, Bennett (2011) provides a full page list of classroom apps that her pre-service teachers helped her compile - they include apps for curriculum, language arts, math, science, social studies, special education, productivity/creativity, and reference - very generous!

Bennett (2011) really provided a lot of "food for thought" since all of the methods and suggestions she introduced would be applicable to a library setting as well as a classroom. Libraries that are fortunate enough to have iPads can use them for teaching library skills, access to ebooks, as a reference tool, or as administrative tools. As Bennett (2011) points out, there are thousands of apps available, so depending on the needs of the library, there is likely to be some sort of app available that will make the lesson/task more interactive, more accessible, more entertaining, faster, more efficient - or a combination of all of those things.  A presenter at ALA mid-winter last year spoke about how the Dallas Library system is utilizing iPads - they have them attached to shelves throughout their stacks so patrons have easy access to their online catalog. So many ideas…so many apps….such a fun journey to find the best fit for your own classroom/library/students/colleagues, etc!

And, because I can never stop at just one.......here are a few other articles I read and would recommend to educators wanting to learn more about iPads or other tablet devices in the classroom:

Berson, I.R., Berson, M.J., & Manfra, M.M. (2012). Touch, type, and transform: iPads in the social studies classroom. Social Education, 76(2), 88-91.

Foote, C. (2010). Checking out the iPad. Multimedia and Internet@Schools, 17(6), 17-19.

Kendall, K.E. (2010). Continually emerging technologies: Will the iPad really change the way we live and work? Decision Line, 11-13.

Roschelle, J., Tatar, D., Chaudhury, S.R., Dimitriadis, Y., Patton, C., & DiGiano, C. (2007). Ink, improvisation, and interactive engagement: Learning with tablets. Computer, 42-48.

Blog Post 1 - Thoughts on Technolgy for Educators and Information Professionals

We're off to a great start, getting to know each other online, creating LiveBinders and blogs......To get us going on blog posts, we read a great article by Melissa Lamont, a digital collections librarian at San Diego State University (at the time of writing):

Lamont, M. (2009). Gender, technology, and libraries. Information Technology and Libraries, 28(3), 137-142.

As a UNT student, I was able to retrieve it through Ebscohost on https://www.library.unt.edu. If you happen to be a visitor who is not connected to UNT, you should be able to find it through your local library.

Now for some questions posed by our instructor that deal with both the article and our own thoughts about technology in the library and the classroom:

How do you feel about the author’s assertions?

Lamont (2009) made several points about IT in general and within libraries in particular. She asserts that although the presence of women in IT is growing, the majority of IT professionals that are titled as such are male; male IT professionals also tend to earn higher salaries than women IT professionals, and of the journals she reviewed, males tend to publish IT-related articles more frequently than women.

While the journal sample that Lamont (2009) presented does  seem to show this, I don’t think either her sample size or length of review was large/long enough to make a broad generalization about the mix of male/female publishing about IT-related topics. Certainly a good starting point for further research, but not a truly representative sample of the field.

I’m interested in reading the full article by Hargittai and Shafer (2006) that Lamont talks about, particularly their conclusion that “women test at the same skill level as men but consistently underrate their technical ability”. I’d love to find out the “real world” result of such a test among my colleagues –we are not teachers or librarians, but we do utilize technology every day, and most of us are women.

I also hope to find and read Benokraitis’ (1997) book about “subtle sexism”; I agree with Lamont’s summation that “women are made to feel less competent and less comfortable with technology” and would like to know if Benokraitis offers any suggestions on how to not only recognize signs of “subtle sexism” but also ways to counteract it in the workplace.

Overall, I enjoyed Lamont’s article – lots of food for thought as I move forward in the program and decide what the pros and cons will be of declaring either Library Science or Information Science as my major and the impact that decision may have on future job prospects.

Describe your technology strengths and weaknesses.

I’m a child of the 80s, so I grew up with chalk boards, hand-written papers, card-catalogs, word-processors, typewriters, and overhead projectors. The only computer I ever used as an undergraduate was an Apple Lisa, and that was in the graphic design office where I worked – most of our layout/design work there was still done on drafting boards, letter-presses, etc.

I’ve tried over the years to learn about, acquire, and use new technologies as they become available, but I’m by no means claiming a “techie” or “computer-wiz” label! Nowher close to a Luddite, but still learning about most of the applications/products/gadgets that I don’t use on a daily basis.

My kids (part of the digital generation) have never experienced a technology-free world, so they tend to jump right in to all the “new” tech advances – they had Ipods, so they “taught” me the basics of the Iphone; they are masters of the TV/cable remote, so they “taught” me how to program the DVR and use On-Demand.

I’m not scared of learning new programs or using new tech “things”, but I’m usually not the first in line when the latest models come out – I’m hoping that’ll change a bit as I learn more through this class.

As an educator and/or information professional, how do you plan to use your technology strengths?

My belief is that educators/information professions have both the privilege and the responsibility to introduce, engage, encourage, and explain technology to their students/patrons. I’m hoping that by the time I’m in a school and able to accept this great challenge, that I’ll be comfortable not only using, but explaining the “latest and greatest” tech gadgets and apps to my students, colleagues, and community. My goal is to learn as much as I can about as much as I can so I can speak from experience instead of from uncertainty (or unawareness).

What do you feel you need to do to overcome your weaknesses?

Try, try, and try again! I’ve found over the years that IT folks and librarians are some of the best resources on a college campus for getting hands-on advice in the technology realm – I’m pretty sure that holds true on K-12 campuses too, so I will always utilize those connections! I also plan to seek out and watch/complete as many online tutorials as are needed to become competent in using new technology – we experienced some great examples already in this class when setting up LiveBinder and blog accounts, and that’s just the tip of the proverbial iceberg in regard to technology!

How do you feel our weaknesses affect our ability to share information/teach?

I think change scares a lot of people, and because technology often changes the way we do/produce/learn things, utilizing new technology can be scary too. As an example, for many years my mom was scared to use her computer for fear that she’d hit a wrong key and cause the machine to crash or explode. But then the grandkids got Webkins and asked for help keeping them “alive” – they showed her how to play games, update their accounts, etc. which also led to them showing her other “simple” things like how to print a word document, how to send/receive email, and how to upload pictures. She’s much more comfortable using her computer now, but she’s not alone in being fearful of learning about/using technology.

I think when people (adults and kids) are allowed to watch/observe/shadow someone who knows how to use a new/updated tech feature or gadget, they feel more comfortable trying it themselves. I’m hoping to be that “expert” for the students/patrons/community I serve someday!

What would you like to learn about technology in order to improve your instructional strategies?

As I said already, I want to learn as much as I can about as much as I can! I know I’ll be a more effective teacher/info professional if I can confidently talk about and use whatever kind of technology my school/library owns. I also want to be able to confidently recommend applications/gadgets they don’t already have/use and be able to talk about the pros and cons of what the apps/gadgets can do – how they’ll enhance learning strategies, help kids gain a broader perspective, etc. Since I’m not currently in a school or library, I know there’s already a lot out there that I don’t know about, but I’m hoping by the end of this class I’ll not only have a good grasp on what my kids are using in their classrooms/libraries but also have some ideas/tools/links I can share with their teachers/administrators/librarians to make their learning environments even better!

Welcome

Hello & welcome to my blog. I'll be using this site to create posts for SLIS 5720, a course I am taking as part of the Library Science master's program at the University of North Texas. It's a quick, 10 week Summer class, so sit back & enjoy the ride with me!