Library Connections

Entries Tagged as technology and education

Educators, What would you change? (Part I)

April 25, 2012 · 118 Comments

A few weeks ago some colleagues and I were talking about our libraries and how long we had each been in our positions and where we had worked before when we started talking about the changes we all had made when we first walked through the doors of our different library jobs.

Invariably we each first looked around at the physical space and measured the changes we’d make right away usually centering on making the space “ours”. That would mean moving desks, creating bulletin boards, and even changing the arrangement of shelves when they weren’t bolted down to the floor.

It was in mid-discussion that someone asked “what if we were to walk through our doors today – as if we were the brand new librarian. What changes would we make today?

I thought of this as an incredible challenge to take back with me to school the following Monday because while I have made some great changes, I knew that it still wasn’t where I’d like it to be yet.

And so…what if I were just hired - what would I see and what would I change right now to make this library say what I want it to say about learning, teaching, searching, creating, and inviting students and teachers to join in on all those things?

So in unlocking the door on that ‘first’ day and walking around I noticed that the librarian’s desk was sitting in a back room, the shelves were placed in a very neat row but were totally uninspiring, and the chairs are way too big.

Why is this so important in this day and age when we are more often taking the library into the classroom and into other learning spaces. I absolutely applaud this trend and value it as an extension of the physical space we call ‘the library’. But that human need to gather together for social, emotional and educational engagements demands, in my mind, that we create and nurture a space for these activities to take place. The library, with all it’s resources and most importantly, the librarian there to participate as a teacher in those social, emotional, educational and creative pursuits indeed makes the library the most important classroom space in the school.

Our job is to nurture that space in such a way that every time we walk into a classroom to work alongside our teaching colleagues we ‘bring the library’ with us. And when it’s lunch time, or study hall, or tutorial or after school time, students and teachers know that they can congregate in the library to continue their studies, ask the questions, create their presentations, and build their skills with the help and guidance of their librarian.

I’ve started working with a local company to make a new reference desk out in the middle of the room, we’re creating new bulletin board displays; we’re purchasing an interactive whiteboard for easier instruction. These are the first ‘new steps’ we’re taking to make changes to our space. Next up: taking a look at our instruction.

BTW: Anyone want to buy some 1 ½ size chairs?

ConnieWilliams

Connie Williams is a high school librarian and an advocate for school libraries.You can contact her via email, or leave a comment below. 

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118 CommentsTags: edtech · library-classroom connection · Inquiring Minds in the Library · library advocacy · technology and education

Amish Doll

April 20, 2012 · 9 Comments

At a district Technology Committee meeting we were divided into partner groups to brainstorm about what ‘best practices’ we might look for in using technology in the classroom.  My colleague Doug and I had been struggling with trying to identify just what good technology teaching looks like and how to best accomplish the learning goals we might have for our students.
As often happens in discussions like this we played around with ideas and listened to our colleagues and then discussed some more amongst our own assigned group. And it was in the middle of the discussion where we were almost coming to the ‘big idea’ that we were after and had been going around and around when Doug said: “it’s like the Amish doll. The Amish doll has no face and is plain and it is meant to be that way.”

When a child is handed an Amish doll, he/she gets to decide what the doll’s face looks like, is he smiling today? Does she have blue eyes like me or brown eyes like you? One day they are blue, and the next day they’re brown but maybe they turn blue after she eats blueberries. That doll can be whatever the child wants it to be – mother, father, teacher, doctor – at any given moment as the play progresses.

The Amish doll. A perfect metaphor for learning.  – if we give our students the tools, the outlines, the forms, the basic shapes; then they can fill in the ‘faces’. In terms of technology: teaching with technology; not “teaching technology” is the goal. It. Is. So. Simple.

We were tasked one time to visit classrooms and ‘drop in’ to see what role technology was playing in any given day. It was sort of a ‘snapshot’ of a day. The group fanned out to different school sites, different classrooms and reported back after a few hours of observation. The task: observe technology in use.  It was during our reporting out to the group that our Amish Doll metaphor took shape.  Our favorite lesson used no technology at all at the point we observed the class. Students in the 4th grade were in groups and were reporting to each other about books they had read. Each was assigned a role and each had a job to fulfill within their roles related to the book talking. We saw engaged students on task working together. Upon our return we thought about why that lesson was so compelling – it had given each student the ‘outline’ for what needed to be accomplished and then let them use their creativity, their prior knowledge, their content [derived from their reading] and their skills to bring it all together in a formal discussion.  The “Amish doll” approach gave them the form but not the steps.

While we might think that the very term  “Amish doll” is the antithesis of “technology” it actually has more to do with how we design our lessons rather than whether we’re using technology.  That same book-talking lesson could have been accomplished using blogs, wikis or google docs. The students could have used Voice Thread and images they created to post their book discussions or Animoto or any of the hundreds of 2.0 tools.

It’s about the simplicity of lesson creation – giving students the form, the parameters and the content they need to learn… and then letting them invent their own path to accomplish that learning.

ConnieWilliams

Connie Williams is a high school librarian and an advocate for school libraries.You can contact her via email, or leave a comment below.  

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9 CommentsTags: library-classroom connection · Inquiring Minds in the Library · technology and education