David Loertscher understands the difficulty in using broad methods for individual learners. He offers the “client centered learning commons” as an alternative to traditional school libraries, and speculates about their future in “Curriculum, the Library/Learning Commons, and Teacher-librarians: Myths and Realities in the Second Decade.” The learning commons is a student centered, collaborative approach to fostering inquiry as opposed to direct teaching methods. In this article he counters a number of myths (i.e. Myth #3 – The classroom teacher should concentrate on content knowledge and the teacher librarian should concentrate on 21st century skills, including information literacy) with his realities (Reality #3 – Teacher librarians are split into two camps: those who have “taken over” information literacy and tech skills in an isolated approach to make themselves relevant to the curriculum, and those who join forces with classroom teachers in an integrated approach to “push both content and learning skills together”) and ends with what he consider the implications of the mismatch (Implication #3 – Both sides need “to do a major test of both systems” by documenting outcomes and studying benefits to students.) Loertscher urges the profession to review and revise itself in terms of student success, although he admits there are more questions than answers. Technology, for instance, cannot be about the tools, but its potential will only be stronger in the next decade. “It will be our job to provide access to what [students] want and need on whatever devices they prefer and certainly wherever and whenever they care to access what we have to offer.”
Two other articles help explain how and why. In the research project report “Integrating Information Literacy into Blackboard,” Judy Xiao describes a progressive introduction of online tutorials and discussion boards into a college library orientation course. The course is required for 1st year nursing students who must write an extensive research paper, and in collaboration with the nursing faculty Xiao developed what she considered a very successful integration of course specific library resources into the web based Blackboard learning management system. She found that “the use of Blackboard and its powerful communication tools allow librarians to extend library instruction beyond the limited one-hour, one-shot sessions, and stay connected with the students to help them at their point of need throughout their research process.” This is exactly the same conclusion Lili Luo makes in “Web 2.0 Integration in Information Literacy Instruction,” where she discusses benefits of wikis and blogs, social bookmarking sites, YouTube, and bibliographic management tools. Based on survey responses, she concludes that students prefer the integrated approach to learning, and maintains “it is crucial that librarians stay current with its development and be able to identify the tools that are useful in information literacy instruction.” Like David Loertscher, however, she also admits not all new technologies are effective and there is a dearth of evidence defining what is.
Loertscher, David. Curriculum, the Library/Learning Commons, and Teach-librarians: Myths and Realities in the Second Decade. Teacher Librarian 37.3 (2010): 8-13.
Luo, Lili. Web 2.0 Integration in Information Literacy Instruction: An Overview. The Journal of Academic Librarianship 36.1 (2010): 32-40.
Xiao, Judy. Integrating Information Literacy into Blackboard. Library Management 31.8/9 (2010): 654-668.
It seems like lots of people are questioning whether all the new technologies are effective, but at the same time they are pushing librarians and teachers to start using them to connect with students. To me, it appears like more importance is being put on connecting to students, instead of on the actual effectiveness of the method. While I realize that a connection is necessary for any tool, regardless of how great it is, to be effective, I'm just not sure that it should take such a high priority. I know that all students have different learning needs, but it seems like teaching has begun to focus not so much on students' NEEDS, but on students' WANTS. Sure, they like being able to learn things through Web 2.0 tools, but do they really need it? I'm not so much against these tools, I just don't like that librarians are rushing to use them before learning about the actual benefits and consequences.
ReplyDeleteI may be slightly misunderstanding the quote, but the idea that technology can't just be about the tools, but the potential is a powerful one.
ReplyDeleteIn the CI seminar I took last term, Kristen came and gave a presentation that highlighted how an online poster-making program camouflaged the fact that students were doing little work of their own. In this case, the technology was a tool for making things look cool, but allowed students to avoid learning.
On the same day, Maurita Holland presented an online education forum that allowed elementary students to read "diary entries" (written by education students) from characters in specific historical times or facing particular challenges. The elementary students were able to post questions and responses to these entries, and the education students (in character) would respond. This allowed a learning dialogue. This process would not be possible without technology, but it's more than a neat tool. It's a form of learning that would not be possible in a more traditional classroom atmosphere.
I am glad you posted articles relating to information literacy in the school setting. Since that's not my specialization I did not read any articles about there; therefore, it's interesting to ready how this phrase works withiin schools, not just public libraries.
ReplyDeleteJust on a sidenote, having used both Blackboard and CTools, I like Blackboard much better. It's easier to use.
I don't know, I might give you a run for not being tech savvy, especially in the area of tutorials and databases and the like. But yeah, I agree technology is the future in learning. Always been. Textbooks were once technology lol. And yeah, like you say, it does offer a whole breadth of learning that you can't get in some local places. Although, you can still get books on it too lol. Always be a place for good ol books, especially with people like me who get tired of looking at a screen very fast.
ReplyDeleteYou know I'm a skeptic about leaping headlong into a new tech tool without a clear understanding of its benefits/constraints. But you also highlight that technology has made your students get access to curriculum areas that simply wouldn't be financially fundable in your community if it weren't for distance education ... and that's a very good thing. I taught online for one term, and most of my students were alternative students who really lacked the self-discipline to thrive in a traditional setting, much less on their own. I think it soured me somewhat to the It's All Great approach and makes me cautious of all fo the online programs that cater to nontraditional students who may need the greater discipline of face-to-face interactions.
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