Reflecting on Process

Beginning with defining inquiry, evaluating inquiry levels of various Web quests and the designing a task made moving toward a final product easier for me. The teaching guide and storyboard truly helped to fine tune the inquiry process and what students will being doing throughout this Web-based learning experience. The components also helped me to better understand what I was trying to create by having students learn about how information is controlled and why, as well as whether it is appropriate or not and in line with first amendment rights. I also think dividing up the project, in this case a Web quest, into 5 components helped to organize what, when and how things would happen. I like the organization of a Web quest because students can manipulate back and forth between pages as information is needed. I think doing things in this order helped me to amend my ideas so that there is more technology involved in students creating products and communicating ideas and opinions. I added the class Wiki as a forum for discussing experiences with how students access to information is monitored and/or controlled and Google docs to write and publish their persuasive essays for saving the book they chose to read as well as iMovie or Animoto to create and share their ads for saving a challenged or banned book.I feel like I will be going back to the storyboard and refining it even more as I work out some more kinks in my Web quest. I have amended the teaching guide a few times already, but all of this just makes me go back to another component and further define what students will experience and how. For example, I continue to edit the storyboard and will do so again as soon as I publish this post because I keep thinking of more things to add. It’s all been very cyclical, which I suppose is the point. Lessons and units can always be refined and tailored to meet the needs of whatever group you are teaching at the time. The point is to compare what’s been created to the initial inquiry rubric so that students are indeed engaging in an authentic inquiry-based learning experience that will in fact lead to an enduring understanding of the topic of focus.

3D Learning ~ Second Life

The Educational Value of Virtual Learning Environments (VLEs)

I have only been into Second Life a few times and I have come to understand to a small degree the advantages of being able to interact with peers and professors in a 3D learning environment. Having enrolled in and completed several online courses I have become familiar with learning management systems like Blackboard. I have also become quite adept at using Wikis for the purpose of required course discussion topics. While these have served their purpose for teaching and learning and I love the advantages of efficiency, ease of use, and convenience, I cannot deny the advantage of being able to interact with peers and teachers in real time. I think not having access to instant feedback to one's comments and questions is the only real disadvantage of online learning that does not employ 3D learning such as Second Life. While manipulating avatars and maneuvering through Second Life takes practice and time like anything else, I look forward to learning more about what I can learn from using this tool. I see the future use of this type of technology used increasingly for higher education, professional development and distance learning. Being able to interact with people from very distant locations is another huge advantage of VLEs, which will continue to become more popular as academic staff at universities demand them for use in their courses. I also believe VLEs are extremely attractive with regard to functionality and cost. Student access is unlimited and university space no longer essential. No real buildings or classrooms are needed. Students can stay at home to attend a lecture or participate in a discussion. What could be better? I think teachers can add and edit courses according to the needs of each class more easily, which means they can better meet the demands of covering course content in conjunction with addressing learners’ needs, which isn’t always the case with online courses using a CMS or LMS. Having to meet in an 3D VLE like Second Life at a certain time is just like attending a class, except you don’t have to spend your time and money getting there. The future of education definitely lies in virtual learning environments for many reasons, but simply having a greater/varied student base i.e. students from all over can enroll in a class together, regardless of where they live, and basic costs will be much lower, hopefully transferring to students by lowering tuition costs, are two. While institutions will have to incur some basic costs, many software packages available employ open source software so that it can be provided freely. One such example is Moodle, which I describe in detail in an earlier post. I think VLEs have the ability to provide students and teachers with the best tools and resources possible. I think that many courses will be more often blended in the future, but as technology advances, VLEs are going to take the place of traditional classroom settings. There are many organizations and studies dedicated to providing information on the value of VLEs. For example, CLIVE, Sun Microsystems, Media Grid, Arvel sig, and CATE. The Center for Learning in Virtual Environments (CLIVE) is a collaboration between The Center for Advanced Technology in Education (CATE) at The University of Oregon, Sun Microsystems, and MERLOT to create two complimentary spaces on the Web and within 3D space - for comparing, contrasting, and informing educators about the potentials and challenges for learning and teaching in Multi-User Virtual Environments. Check out the source below to learn more.

Source:
Center for Learning in Virtual Environments - CLIVE

Are you a Moodler?

Using technology, particularly Web 2.0 and Web 3D via the Internet applications, as a tool for teaching creates an environment of engaged learners by employing multi-sensory applications that are extremely beneficial to ELLs, helps to address the use of multiple intelligences and differentiated instruction, allows teachers and students to communicate with people globally, provides professional development opportunities via SecondLife and Moodle, applies the constructivist or constructionist approach to teaching and learning, provides a means for mulit-modal communication via text/chat, lip motion and body language as well as Web-based collaboration. For example, using Moodle software provides a way for teachers and students to teach and learn online.

Moodle is a software package for producing Internet-based courses and web sites. It is a global development project designed to support a social contructionist framework of education. Moodle is provided freely as Open Source software. Basically this means Moodle is copyrighted, but that you have additional freedoms. For example, you are allowed to copy, use and modify Moodle as long as you agree to provide the source to others, not modify or remove the original license and copyrights, and apply this same license to any derivative work.

Moodle is an Open Source Course Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). It has become very popular among educators around the world as a tool for creating online dynamic web sites for their students. To work, it needs to be installed on a web server somewhere, either on one of your own computers or one at a web hosting company.

The focus of the Moodle project is always on giving educators the best tools to manage and promote learning, but there are many ways to use Moodle. For example, Moodle has features that allow it to scale to hundreds of thousands of students or it can be used in an elementary or high school. Many institutions use it as their platform to conduct fully online courses, while some use it simply to augment face-to-face courses a.k.a. blended learning. Many users love to use the variety of activity modules, such as forums, wikis, and databases, to build richly collaborative communities of learning around their subject matter. Others prefer to use Moodle as a way to deliver content to students and assess learning using assignments or quizzes.

The word Moodle was originally an acronym for Modular Object-Oriented Dynamic Learning Environment, which is mostly useful to programmers and education theorists. It's also a verb that describes the process of lazily meandering through something, doing things as it occurs to you to do them, an enjoyable tinkering that often leads to insight and creativity. As such it applies both to the way Moodle was developed, and to the way a student or teacher might approach studying or teaching an online course.

There are even Moodlemoots which are conferences held all over the world that can be attended in person or virtually. There's are two this month in Orlando and Madrid, and in New Zealand in April, 2010!

Moodle also offers Moodle Docs which is similar to Google Docs. MediaWiki is the technology that drives Moodle Docs.

If you use Moodle, then you are a Moodler.

Sources:
www.moodle.org
www.iste.org
Language Learning through Multimodal Communication in VEC3D (a study in a PDF)

How do we select Web-based materials?

Criteria for Selection

As a teacher and a school library media specialist I think it's important to look at what the needs of a specific school community are as well as what parameters have been laid out by professional organizations. As a rule, I reference the American Library Association (ALA) for much of what I do, particularly with regard to collection development guidelines. I think they have a complete list of important criteria to consider when selecting electronic resources, including Web-based materials. Below I provide evaluative questions as well as the ALA’s selection policy criteria regarding electronic resources.

Personally, I like to ask questions when evaluating pretty much anything. As far as determining whether Web-based materials are appropriate, I think the following questions are helpful:

• Do the materials make learning a more efficient process?
• Do the materials provide a more efficient means for assessment?
• Is there a means for learners to self-evaluate/self-assess progress?
• Do the materials make learning more easily accessible?
• Do the materials save money?
Do they provide methods for self-study?
• Do materials offer more features than print versions?
• Are there alternatives or supplemental materials for learners who prefer print materials?
• Will these materials increase engagement?
• Is it compatible with common hardware and software?
• Can it be used on PCs and Macs?
• How much does it cost in comparison to print materials?
• How often are updates available?
• How much of the content is downloadable?
• Is a free trial available? If so, for how long?

ALA defines electronic resources as those that encompass full-text and abstracting/indexing databases, CD-ROMs/DVDs, computer software (especially bibliographic management products), Internet sites, e-books with no print counterparts, e-reference works, and collections of e-books and e-journals. We review both commercial (fee-based) and open/free electronic Web sites, the latter including those that offer unrestricted full-text access to material, including digital archives; collections of research journals; preprints/e-prints; and discipline-specific repositories. We selectively review Web-based magazines, courseware, and electronic sites based on collaborative authorship (including wikis and blogs/Weblogs), carefully scrutinizing the quality of the material and the content review processes. Criteria particular to electronic resources include the following:

Access (commercial databases only): try to arrange a free trial so that both editor and reviewer can evaluate the full database.

Scope: give priority to resources that are comprehensive or broad in coverage.

Comparative formats: review electronic resources that are available only in electronic format (including e-books), along with those that have print counterparts.

Multimedia: review selected CD-ROMs/DVDs and Internet sites offering collections of streamed or downloadable full-length video, audio, and multimedia

Currency and updates: product information that shows evidence that the publisher/producer plans regular updates

Hardware and software: Technical requirements of a product should be compatible with standard and commonly available hardware and software.

Publication or release date: may re-review an online resource when content has changed substantially or when the developers have substantially upgraded the interface

Stability of content: Electronic products and Internet sites should be stable in content and format.

Source:
American Library Association Selection Policy

Evaluating Web Resources

Since anyone can create a Web page, students and teachers need to be able to critically evaluate Web resources and materials for authenticity, applicability, authorship, bias and usability. Being able to accurately and critically evaluate resources is a necessary life skill for a 21st-century learner. Information literacy requires users of information to be able to do just this. There are many important components to look for in evaluating any type of Web resource. When I evaluate resources or I teach my students how to evaluate resources on the Internet I use content and usability as the main areas of focus for determining whether a site provides valid as well as appropriate information for students’ queries. Below are specific areas of criteria regarding a source’s content and usability which help to evaluate its usefulness. I typically have students use a list of Web site evaluation questions to help them determine if it’s an appropriate resource for them to use. Additionally I model the evaluation process as well as provide examples of inaccurate and/or completely bogus Internet sources.

Content:

Authority - Does the source provide the author's name? Are author’s credentials listed or the publisher given with contact information?

Accuracy - Are there sources cited? Is there a bibliography included? Is the information misleading or are biases easily identifiable? Is the information relevant?

Audience - Is it obvious who the information is intended for?

Last Updated - How current is the information?

Is this a valuable source - Is the information available elsewhere? In what format? How does this source compare to other sources? Can you cross check data?

Purpose - Is the purpose of this resource clear? Is it a commercial site trying to sell something?

Usability:

• Does the site include clickable images?
• Is the site easy to navigate?
• Is help available?
• Is the layout appropriate for the topic and audience?
• Does the site include a table of contents or menu available on all pages?
• Does site or certain page(s) take a long time to download?
• Is the title accurate for the contents of each page?
• Is there a way to return to the home page on all pages?
• Do all links work?
• Are there any restrictions or is registration or fee necessary?
• Is the Information included here worth the effort?

Sources:

Riedling, A. M. (2004). Information literacy: What does it look like in the school library media center? Westport, Connecticut: Libraries Unlimited.

Evaluation Checklist

Kathy Schrock's Guide for Educators

University of Maryland University Libraries

Teaching with Primary Sources Sources

Teaching with primary sources engages students in that it requires that they draw upon prior knowledge, make connections, and promotes student inquiry. I believe that examining primary sources gives students a powerful sense of history and that teaching students how to analyze primary sources pushes them to use higher-order thinking, which improves critical thinking and analysis skills. I use the following Web resources to support my unit on using and analyzing primary sources with my students.

Library of Congress:

I use this source often and for many different reasons. I show students how to access primary resources in an effort to support their research with authentic, quality resources. I also show them how to read/evaluate primary sources by using much of what’s available on this site. I use The Teacher's Page to access lesson plans, themed resources, primary source sets, presentations and activities as well as collection connections. This page also includes information about the what/how of using primary sources to teach. It's truly a useful source you should investigate if you haven't already.

TPS Quarterly Newsletter:
Each issue explores how to use primary sources and focuses on a specific theme, i.e. research and inquiry learning. It also provides summaries of and links to online resources that provide research and current thinking relating to the current theme.

National Archives Digital Classroom:
This source provides lesson plans by era for teaching with documents. Here you can access activities correlated to the national history standards, national standards for civics and government, and cross-curricular connections.

Smithsonian Source - Resources for Teaching American History:
This is the Smithsonian Web source for which provides actual lesson plans that incorporate teaching with primary sources, historical topics like Civil Rights, transportations and Westward expansion. This online resource provides a means for accessing various primary sources on any topic related to American history. For example, if you search for the keyword 'revolution' you will be provided with documents beginning with one from 1769 which outlines a key issue of why the American Revolution took place. It even provides a way to narrow a search by choosing the type of primary source needed and/or a specific era.

Primary Sources at Yale:
I use this source to access primary source materials to help students during the research process as well as during a unit on evaluating primary sources. I like to use this site to show students what a primary source is, because it is defined so nicely on this site. I also like to use their 'tools for discovery' page which includes tips on identifying materials relevant to research.

Voice Thread:
I use this for teaching students about primary sources. I post actual pictures for them to evaluate and make comments about. This is a means for getting students to share opinions and view others’ opinions. It’s very much like a classroom discussion, but students work independently or in small groups to access and contribute to our Voice Thread projects.

Become an expert surfer

Think you know how to surf the Web? Think again!




Check out this visual search application to start searching more efficiently while having fun doing so.

Managed Q makes typical searches, which are basically databases, into a full-fledged application that integrates the exact same results and ordering delivered by search engines like Google. They extract the important People, Places, and Things from the search results and make the results instantly explorable by simply typing and rolling over. The result exploration is also faster because managed results are pre-downloaded and render instantly because the slow code, such as javascript, has been removed. This application makes it a more efficient means for accessing information because the results are organized by providing pictures of the sites. You can roll over any part of the results page to get even more information. They also include a previous and back button so that you can quickly get back to or move forward to sites that may be of interest. The pictures and summaries provide instant feedback on whether the site includes something you are looking to use. The results are organized by taking important numbers, names of people, places and things which can be rolled over of click on so that these words are highlighted in each result box. If there is nothing on that site that matches, it will say “no matches”. Words used in your query are listed as links at the top of each result box, of which there are six able to be viewed at one time, so that users can quickly weed through results. You also have the option of deleting a result or getting more information about it. A search box is located at the top of the results page so that you can continuously refine your query if needed.

I created a lesson to promote it as a research tool for teachers in my school to use for their own needs, but also to use with their students. I strongly encourage you to go to Managed Q on your own and experiment with this application so that you can understand exactly how it manipulates and organizes search requests. There are tutorial, blog, forum, about, contact and feedback buttons at the bottom of the home page that provide more information about this awesome application. The creators have also begun to provide a way to reconfigure your browser’s search box so that ManagedQ is how you automatically search. You can convert yours from Google to ManagedQ by clicking on the i believe box next to the tutorial on the home page. This is visually pleasing and easy to navigate.

If any of you are interested, I created a brief professional development session for teachers on how to use ManagedQ. Below is the link to my lesson on Scribd, yet another valuable tool for communicating via the Internet.

Managed Q mini PD

SOURCE:

Managed Q - http://www.managedq.com

Inquiry

How can we learn to read critically?

This is the title/topic of an inquiry-based unit where the objective is to evaluate statements and facts in order to gain a deeper understanding of what is written either in texts and/or on the Internet. "For example, we learn that "in 1492, Columbus sailed the ocean blue" and that he discovered America. But what did he really discover and in what sense did he discover it?"

Students are to choose a commonplace statement from a list and then use the Internet to search for information on this topic to see what they can learn about why the statement may be in some way limited or incorrect. Students should continue searching in an effort to find facts they did no know prior to their search on the chosen topic. The point is for students to locate information that changes their view on a particular subject. Students are to use the following questions to guide them through the inquiry process as well as respond to each:

• What does the Web say about it? Does it contradict the statement?
• Does that change your beliefs?
• How do you know which is true? The original statement? The web page? Something else?
• What does this tell you about credibility of the Web? About credibility of other sources? About knowledge? About how we acquire knowledge?

The important components of an inquiry-based lesson are inherent for the most part. The enduring understanding and essential question(s) exist though not labeled clearly. Students need to think for themselves, make connections, construct new knowledge, demonstrate learning, problem solve, and synthesize information gathered. All of these are done by choosing a statement, searching for information, and answering the guiding questions, which require students to compare, contrast, connect, analyze, synthesize and determine what is accurate, which would be the problem solving component of the lesson. Also, this unit includes authentic lessons that are providing students with a skill that is applicable to real life situations. Any user of information must learn how to engage in the process of evaluating what they read in an effort to understand something to the greatest extent possible. Additionally, this unit provides background reading to prepare students for this activity as well as examples of misinformation in texts and on the Internet. There are two other lessons in this unit; one about Web site evaluation and another about issues that affect evaluation of information in digital environments, both of which further support the objectives of this inquiry-based unit.

source:
Inquiry Page - http://inquiry.illinois.edu/index.php
Inquiry Units - http://inquiry.illinois.edu/bin/unit_update.cgi?command=select&xmlfile=u10324.xml

Value of Internet Resources in Education

There are myriad Internet resources currently available that can enhance educational experiences for students, parents and teachers, thereby positively impacting students’ learning. The infinite Internet resources at a teacher's disposal enable them to create and teach engaging lessons and provide positive learning experiences. It is in an educator's best interest to create lessons requiring the use of technological tools to teach the lesson as well as for the students to use in school or at home to extend the learning in an effort to meet students' preferred intelligence and learning modalities. The Internet affords an infinite cache of tools that will help students understand, organize, synthesize and share knowledge. For example, Web 2.0 tools provide such things as Snipd for archiving, Delver and Managed Q for searching, Gliffy, Exploratree, Mayomi, Mind Meister and Kayuda-just to name a few, for concept mapping, EasyBib for creating a bibliography, Similipedia for researching, Diigo for annotation, slideboom, Google Docs and knols, for file sharing, wikis, blogs, podcasting etc... the list goes on and on. There is so much information available and these tools are especially wonderful for the purpose of accessing it efficiently. Students can demonstrate learning by pulling up a presentation on slideboom whenever necessary. Teachers can communicate at any time via Websites and blogs. Students can share opinions and reactions with each other via wikis, knols and blogs. Parents can check in on their child’s progress via student information systems and communicate with teachers and administrators. They can even pay for lost or damaged school library books online. The Internet provides free access to information easily. While it is not without it’s pitfalls, it has the capacity to do more good than harm simply by making it easier to communicate and access information. The Internet is currently shaping minds whether teachers use it for teaching or not. It is a school’s responsibility to teach Internet safety and train teachers and students how to use its’ resources. It is a community building tool simply by being an avenue for increasing communication. It is a learning tool used by teachers and for teachers regularly during professional development whether it’s in school, or an online tutorial or class at home. Teachers are using the Internet to learn, plan, and teach on a regular basis. Students are using it to learn and demonstrate their knowledge constantly. As the Internet advances with Web 3.0, so too will teaching and learning.

Millenials

Know your millenials so you can better teach them how to research. This will create amazing information literate beings who contribute to society by making it better.

Q. What's a millenial you ask?

Good question!

A. Anyone born between 1982 and 2001 give or take a year.

Managed Q

Check out the coolest new visual search application....it will forever change the way you search from this point on.....

I created a lesson to promote it as a research tool for teachers, but you can just go to http://www.managedq.com on your own and play around. There's a tutorial, a forum and an about to learn more about an awesome new application.

Don't forget to check out the cute guy who started it all!

Here's my lesson link. Fun looking at all the new tools I can share with my students and colleagues. It was difficult to choose just one.

http://www.scribd.com/doc/15778465/ManagedQword

For more great ways to use Web 2.0 tools and teach research, check out
Kids Search Tools

refdesk.com

elearners.com

web 2 point 0 for teachers

What does Information Literacy Look Like in a School Library?

Here is a great resource that will tell you all about it!

Riedling, A. M. (2004). Information literacy: What does it look like in the school library media center? Westport, Connecticut: Libraries Unlimited.

This is an all-inclusive practical guide book written for both practicing school library media specialists and for courses that prepare college/university students for undergraduate and graduate degrees in school library media, that discusses information literacy, research, independent learning, ethics and more. It is aimed specifically for school library media specialist's use. The overall goal is to teach what information literacy looks like in general, in school, in a classroom, in your mind and in life. It is a guide designed to lead SLMSs through the information literacy procedure. Because it is a practical guide it provides helpful scenarios to explain what information literacy looks like.

I love this book! I know it's 5 years old, but everything in it is relevant. I found another title I'm trying to get my hands on that looks like it will be extremely useful and it's only 2 years old: Information Literacy Cookbook. I'm still awaiting the Eisenberg book; sometimes CPL holds take longer than a week.

Role of Games in a School Library Media Program

Why not? It's an educational tool that engages students during learning experiences; probably more than any other tool.

I love that there is research about using gaming to teach and that I can use that when I make my budget pitch to my principal and Local School Council. I found the School Libraryland blog and the online toolkit for building gaming @ your library especially enlightening. Genesee Valley BOCES IS a trailblazer in this area. I look forward to sharing this information with my colleagues.

I have many games in my school library such as boggle, scrabble, connect four, Uno, and the like. I also have a chess club, which has grown into a very popular game at my school over the last two years. I've been teaching the faculty too. It's a lot of fun and the students LOVE to play against teachers. I teach reading and math via chess and it's probably been one of the greatest experiences in my career. If you don't have chess at your school, I would recommend starting up an afterschool program...it is amazing how engaged students can be and it doesn't involve anything electronic:) But it can, obviously, we play chess on the computers as well.

I have been using a scavenger hunt to teach students how to use the library and it's probably the lesson that they are most engaged in throughout the year. It's very effective for teaching them where resources are located as well as what info. the resource provides. The competitive aspect is fun because there are always prizes for the first few who complete it. Students also enjoy choosing their partners to work together. I typically don't include the Internet as a resource for this specific activity because we do so many other info. quest type activities with it throughout the year. We do use our computers to access gaming sites.

Is Blocking a site for their own good or is it Censorhip?

Can it be both?

What is the best way to keep students' learning environment safe and not infringe on their right to intellectual freedom?

We have an acceptable use policy (AUP) and consequences listed in our district's Uniform Discipline Code, but nothing specific at the school level. We have consistent problems with students accessing inappropriate content. I have taken away computer use privileges (which is what I inform the students and parents - that using the library and its resource is a PRIVILEGE that can be lost) from students who choose to do this. It does not, however, mean they lose access throughout the school. I would like to form a representative committee of my school community to include students, parents, staff as well as a CPL librarian to create an AUP that enforces and extends what the district has already laid out for us. This committee would also need to create a program for teaching students and parents about the dangers of Internet use and defining explicitly what acceptable use entails. Q & A is necessary for students and parents for these educational hot topics. Internet safety is not something that is addressed in my school. Hopefully I can change that this year. Again, the articles will really help me to put forth the message about how we have a duty and responsibility as educators to address this issue. I think I will be met with rigorous support.

While we have district filters, students are still able to type in a name in Google and get loads of images of women with large breasts, nice huh? We also have policies against MP3 players and cell phones, which are confiscated consistently and repeatedly. These are not working, so what's next?

I guess censorship, but is that right? Is there a happy medium? Protecting students and providing intellectual freedom per the first amendment....is it possible?

Do you use primary sources to teach? You should!

I have two great Web resources I like to access to teach using primary sources; an LCD projector is key if you can get one. If not, I have been using PSs successfully without one. I'm including an additional resource that I happened across because it looks like it's something useful for expanding our repertoires of online resources.

1.) ALA - Using Primary Sources on the Web

http://www.ala.org/ala/mgrps/divs/rusa/sections/history/resources/pubs/usingprimarysources/index.cfm

This info can obviously be accessed via ala.org, but the direct link to References and User Services Association (RUSA), a division of ALA , is noted above. They have a section on using primary sources on the Web. This includes the definition, finding, evaluating, and citing a primary source. All of which students should be taught when using primary sources to support curriculum content and for the purpose of research.

2.) Library of Congress

http://www.loc.gov/teachers/

This is probably one you already know about, but I have been using this site to develop lessons for over a year and it's proved to be extremely valuable. There are myriad primary sources available as well as lesson plans that incorporate what is available here. This is a resource that is valuable for more than just primary sources, but it has a great collection of sources you can use to support content areas, particularly in history/social science. Go to spotlight on teachers in the center of this page using above URL to access lessons on Learning Page, American Memory and more. You can even ask a librarian a question! It's awesome. One could spend hours on this site and I have!

3.) Primary Sources at Yale

http://www.yale.edu/collections_collaborative/primarysources/primarysources.html

Check out the overview of collections and tools for discovery! Awesome!

Are you a SLMS or a Wannabe?

Then you must know more about assessment and what it should look like in a SLMP=]

I found an article on the School Library Media Activities Monthly site.

School Library Media Activities Monthly/Volume XXIII, Number 3/November 2006
Building Evidence Folders for Learning through Library Media Centers
by Violet H. Harada

Copy and paste URL below to access this article.

http://www.schoollibrarymedia.com/articles/Harada2006v23n3p25.html

This article focuses on two important questions for creating more authentic library programs:
* How does your library media center support student learning?
* What compelling evidence do you have that students have achieved the learning targets?
An experiment using evidence folders was conducted to tackle the issue of assessment in Hawaii's school library media centers. Twenty-four K-12 library media specialists participated in a pilot project to develop evidence folders. These folders were intended as communication tools with key stakeholder groups in the school community. The data and information included in the folder center on the library media center's contribution to academic achievement. The core of the evidence folder is the synthesis and analysis of student learning that results from library instruction. SLMSs guided their practice using essential questions, reflection, and peer critiques. The critical message is that library media centers contribute directly to student achievement.

I'm also including 2 links to Web resources for assessment and evaluation of student media products. I use rubrics and checklists constantly.

Kathy Schrock's Guide for Educators
http://school.discoveryeducation.com/schrockguide/assess.html

MidLink Magazine - Rubrics and Evaluation Resources
http://ncsu.edu/midlink/ho.html

Assessment

SPRING 2009--TEACHING RESEARCH TO CHILDREN--ASSESSMENT CHECKLIST

Student researchers at ABC school should be able to exemplify the standards of information literacy, independent learning and social responsibility. The following is a list on the assessment tools that the library uses to ensure student research quality, consistency and reliability.

INFORMATION LITERACY
Students can identify and formulate a problem using subject-specific concepts;

Students can formulate the research question(s), hypotheses and expectations (if any);

INDEPENDENT LEARNING
Students can make and monitor the research plan: research design and time schedule;

Students can gather and select information/data;

Students can assess the value and utility of the data;

Students can analyze the data;

Students can draw conclusions;

Students can evaluate the research

Student have the confidence and know-how to accurately reflect on their own progress and achievement

SOCIAL RESPONSIBILITY
Students can develop and substantiate a personal point of view;

Students can report (describe) and present (communicate) the research;

Students can show an appreciation for literature and other creative expressions of information;

Students show an understanding of diverse sources, contexts, disciplines, and cultures

Students share knowledge and information with others

Students collaborate with others, both in person and through technologies, to design, develop, and evaluate information products
and solutions

"Dayzed" and Confused?!

Why do some months have 30 days and others have 31 days?

This is waaaaay more complicated than I ever thought it would be so here's what the resources I accessed have to say directly. The bottom line is that it has to do with the moon, an emperor, and a Pope:

The calendar is based on three key astronomical events.

• A day, which is the time from one sunrise to the next sunrise — one complete rotation of the Earth.
• A year, which is approximately 365.24 days — one complete orbit of Earth around the Sun.
• A month, which is approximately 29.53 days — one complete orbit of the Moon around the Earth.

Since these time spans are not easily divided, calendars have always been imperfect. Some were rooted in tradition, while others evolved as humankind gained a greater understanding of science and astronomy. Some calendars, like the Christian calendar (which is the primary calendar in use today) focused on the Earth’s orbit. Others, like the Islamic calendar focused on the Moon’s orbit. Still others, like the Jewish calendar and Chinese calendar, combine both.

Most calendars are based on astronomical events. From our perspective on Earth, the two most important astronomical objects are the Sun and the Moon, which is why their cycles are very important in the construction and understanding of calendars.

Our concept of a year is based on the earth’s motion around the sun. The time from one fixed point, such as a solstice or equinox, to the next is called a tropical year. Its length is currently 365.242190 days, but it varies. Around 1900 its length was 365.242196 days, and around 2100 it will be 365.242184 days. f

Our concept of a month is based on the moon’s motion around the earth, although this connection has been broken in the calendar commonly used now. The time from one new moon to the next is called a synodic month, and its length is currently 29.5305889 days, but it varies. Around 1900 its length was 29.5305886 days, and around 2100 it will be 29.5305891 days.

Note that these numbers are averages. The actual length of a particular year may vary by several minutes due to the influence of the gravitational force from other planets. Similarly, the time between two new moons may vary by several hours due to a number of factors, including changes in the gravitational force from the sun, and the moon’s orbital inclinatio

The motion of the Moon in its orbit is very complicated and its period is not constant. The date and time of this actual observation depends on the exact geographical longitude as well as latitude, atmospheric conditions, the visual acuity of the observers, etc. Therefore the beginning and lengths of months in these calendars can not be accurately predicted.

The problems of creating reliable lunar calendars may explain why solar calendars, having months which no longer relate to the phase of the moon, and being based only on the motion of the sun against the sky, have generally replaced lunar calendars for civil use in most societies.

The Gregorian calendar, like the Julian calendar before it, has twelve months:

1. January, 31 days
2. February, 28 days, 29 in leap years
3. March, 31 days
4. April, 30 days
5. May, 31 days
6. June, 30 days
7. July, 31 days
8. August, 31 days
9. September, 30 days
10. October, 31 days
11. November, 30 days
12. December, 31 days

The average month in the Gregorian calendar has a length of 30.4167 days or 4.345 weeks in a non-leap year and 30.5 days or 4.357 weeks in a leap year, or 30.436875 days in a mean Gregorian month overall (365.2425 ÷ 12).

SOURCE:

Calendars Through the Ages http:www.webexhibits.org/calendars

Gregorian Calendar http://en.wikipedia.org/wiki/Gregorian_calendar

Climate Armageddon?

land hurricane or derecho?

you decide.

Satellite image from Weather Channel April 2006

Windstorms may last for just a few minutes when caused by downbursts from thunderstorms, or they may last for hours (and even several days) when they result from large-scale weather systems. A windstorm that travels in a straight line and is caused by the gust front (the boundary between descending cold air and warm air at the surface) of an approaching thunderstorm is called a derecho. Gustavus Hinrichs, a physics professor from the University of Iowa and the founder of the Iowa Weather Service, applied the term derecho—a Spanish word that means “straight” or “right”—to straight-line winds in 1888. Derechos are capable of causing widespread damage and landscape devastation. For example, the winds of a derecho occurring in northern Minnesota, U.S., on July 4, 1999, peaked at or near 160 km (100 miles) per hour and blew down tens of millions of trees.

Longer-period windstorms have two main causes: (1) large differences in atmospheric pressure across a region and (2) strong jet streams and winds overhead. Horizontal pressure differences may accelerate the surface winds substantially as air travels from a region of higher atmospheric pressure to one of lower. In addition, the vertical turbulent mixing of stronger jet-stream winds aloft can produce strong gusty winds at ground level.

Science Video

The Climatology of Derechos

SOURCES:

britannica online

www.spc.noaa.gov/misc/AbtDerechos/derechofacts.htm

Coniglio, M. C., and D. J. Stensrud, 2004: Interpreting the climatology of derechos. Wea. Forecasting, 19, 595-605.

sciencedaily.com

Role of the School Library Media Specialist

School librarians must be leaders in teaching information literacy to students, teachers and the entire school community. They must be collaborators when planning and teaching information literacy skills in conjunction with content standards. This means that school librarians must help teachers develop instructional activities, as well as provide expertise in the selection, evaluation, and use of information. School Librarians must translate curriculum needs into the school library media program goals and objectives. They must work diligently to advocate for the library program so that it is supported with the understanding that it is the heart of a school community.

Information Literacy

Information literate students are competent, independent and socially responsible life long learners. They know their information needs and actively engage in the world of ideas. They display confidence in their abilities to solve problems and know how to locate relevant and accurate information. Information literate students can manage technology tools to access information and to communicate. They operate comfortably in situations where there are multiple answers, are flexible and can adapt to change, and are capable of functioning independently and in groups.

source:
Riedling, A. M. (2004). Information literacy: What does it look like in the school library media center? Westport, Connecticut: Libraries Unlimited.

Tradition

How did Mother's Day begin?

Many countries have special days to remember mothers. In America, the second Sunday in May is set aside to honor mothers. On Mother's Day, children of all ages show their love for their mothers. Many people also remember their grandmothers, stepmothers, aunts, or other women who have been like mothers to them.

History Of The Holiday
Mother's Day may have come from a custom in England called Mothering Sunday. This was a day in the spring when servants went back to their homes for a visit. Many of these servants were young, so they were glad for a chance to see their families. Some might pick flowers or bring a small treat for their mothers if they could. Because it was Sunday, they also would attend their home church, or "mother church," as it was called. That was how Mothering Sunday got its name. Other people do not think this holiday was the start of Mother's Day, even though it is similar in some ways.

The idea for Mother's Day came from Anna Jarvis. After Jarvis's mother died, Jarvis wanted to have a special day to remember mothers. Jarvis then came up with the idea for Mother's Day. Jarvis's church in Grafton, West Virginia, held the first Mother's Day services on May 10, 1908. Soon other states began to celebrate the day. By 1912 all 48 states were celebrating Mother's Day. President Woodrow Wilson made Mother's Day a national holiday in 1914.

Celebrating Mother's Day
Mother's Day is a time to let mothers know how much they are appreciated. Most people give their mothers cards or gifts. Flowers and candy are popular gifts. More flowers are sold for Mother's Day than for any other day of the year. Some children serve their mother breakfast in bed. They might also take her out for a meal at a restaurant. Children who live far away usually visit or call their mothers on this special day.

Children also can honor other women besides their mother on this day. They can give gifts or cards to the women in their lives who love and care for them. These women may be relatives, stepmothers, neighbors, or anyone else who is important to them.

To remember a mother who has died, Jarvis suggested wearing a white carnation. Carnations were her mother's favorite flower. Wearing a pink carnation shows that a person's mother is still living.

Source Citation:
"Mother's Day." Kids InfoBits Presents: Holidays of the World. Thomson Gale, 2007. Reproduced in Kids InfoBits. Detroit: Gale, 2009.
http://galenet.galegroup.com/servlet/KidsInfoBitsDocument Number: BX3201341075

Reflecting on Resources

Howard Gardener and Thomas Armstrong are both resources I will use in the future to reference multiple intelligences and further develop strategies to address these in the library.

Slideboom is a tool I will use with my students to upload presentations and for ease of sharing.

Using a blog to demonstrate learning will be a great way to communicate for all learning styles.

I would not use the Knol as a tool with students because I found it difficult to work with if you want to be creative.

SKYQUEST

How far is it to the sky?

Hmmm.....

Good question!

Well, the Earth is surrounded by layers of gases we call air, or our atmosphere. The molecules, particles, and water droplets in the air can scatter sunlight, creating blue skies, red sunsets, and rainbows.

Earth's atmosphere is divided into multiple layers:

1. Troposphere begins at sea level

This is the lowest layer of the atmosphere and where we live so we know it best. It extends from sea level to an altitude of almost 12 miles above the equator, but only about 5 miles above the North and South poles. This is where weather takes shape. Planes fly in this layer.

2. Stratosphere is 12 miles/19 kilometers above sea level

This is where the ozone layer is located and where weather balloons gather information for meterologists.

3. Mesosphere is 30 miles/50 kilometers above sea level

This is where meteors appear and temperatures may be lower than -103 degrees F.

4. Thermosphere is 50 miles/80 kilometers above sea level

Space shuttles travel and the Aurora borealis/australis appear between this layer the exosphere.




Aurora australis




5. Exosphere is 250 miles/400 kilometers above sea level

At the bottom of this layer temperatures are below freezing. At the top
temperatures exceed 2200 degrees F/1200 degrees C. The ionosphere is
located here as well. The exosphere continues out into space until it
eventually merges with the atmosphere of the sun.

So, in answer to the question, I would have to say that the sky reaches upward to more than 250 miles above sea level, and since the first layer of our atmosphere is the troposphere, which begins at sea level, then that must be how far it is to the sky!

SOURCES:
1. "Atmosphere," The New Book of Knowledge. 2007, vol. 1, pp. 480-482.

2. Denne, B., O’Brien, E. Space. London: Usborne Publishing Ltd, 2001.

3. Englelbert, P., Dupuis, D. The Handy Space Answer Book. Michigan: Visible Ink Press, 2003.

4. Burnham, R., Dyer, A., Garfinkle, R.A., George, M., Kanipe, J., Levy, D.H. A Guide to Backyard Astronomy. San Francisco: Fog City Press, 1997.

TULIPS

TULIP

GENUS: TULIPA

ANY OF VARIOUS BULB PLANTS OF THE LILY FAMILY, MOSTLY SPRING BLOOMING, WITH LONG, BROAD, POINTED LEAVES, AND, USUALLY, A SINGLE LARGE, CUP-SHAPED VARIOUSLY COLORED FLOWER.

NAMED FOR THE FLOWERS RESEMBLANCE TO A TURBAN.

EVER TIPTOE THROUGH THEM?
IT CAN BE FUN ESPECIALLY IF YOU SING WHILE DOING IT.

EVER WONDER HOW TULIPS KNOW WHEN TO BLOOM?

ME NEITHER, BUT I HAVE TO TELL YOU ANYWAY.

APPARENTLY THEY NEED 16 WEEKS OF COLD TEMPERATURES BEFORE ROOTS CAN DEVELOP FROM THE BULB AND ABSORB NUTRIENTS. TULIPS WILL NOT BLOOM WITHOUT THIS STAGE. THE BULB REQUIRES THIS "DOWN" TIME IN ORDER TO BE ABLE TO FLOURISH COME SPRING, THAT'S WHY THEY WON'T GROW OUTDOORS IN THE SOUTH. BUT THEY CAN BE FORCED ANY TIME OF YEAR AND EVEN MADE TO RE-BLOOM.

ADDITIONALLY, THEIR ORIGINS HAVE NOTHING TO DO THE NETHERLANDS. THEY ARE FROM ASIA. I FOUND THAT INTERESTING.


APPARENTLY I LIKE TULIPS.

CASE IN POINT:






Trump Tower NY


sources:

• Webster's New World College Dictionary (Just because I like definitions.)

• Doug Green's Flower-Garden-Bulbs.com: http://www.flower-garden-bulbs.com/tulips-in-water.html

• Doug has his own blog as well: http://blog.douggreensgarden.com/
  

• Google, Ask, Yahoo, Dogile - all search engines yield similar results

Lost Generation

Watch.