For Librarians

Dr. Lesley FarmerCalifornia State University Long Beach

With contributions by Glen Warren (McPherson MS)

Our World

What Do Learners Need to Know and Do? Be information literate: access,

evaluate, use Be a lifelong learner: pursue

interests, read, generate knowledge

Be socially responsible: uphold democracy, be ethical, cooperate

Who Wants your

Student’s Attention

Social Producing Learning Social Rules Designing Profiles Exploring Identity Writing Blogs Writing Software Codes Sharing Producing Music Discussion Interests Social and Political Activism Keeping Friends Risk Assessment

What Are They Doing?

Seeking Validation Competing Popularity Venting Showing Off Embarrassing Self Crowded Isolation Damaging Reputation Pulling Pranks Getting Even Threatening Harassing Bullying

What ELSE Are They Doing?

Using technology Safely Responsibly Critically Pro-actively

The CommunityThe Community needs to know. . .needs to know. . .

New Literacies

Technology Literacy Information Literacy Media Creativity Global Literacy Literacy with

Responsibility

School Conditions for Positive Digital Learning Broad-based vision and mission Positive and open community-based school

culture Comprehensive, cohesive, interdependent,

aligned curriculum and assessment Competent, committed staff with small classes Strong repertoire of instructional/learning

strategies Rich collection of learning materials and fully-

integrated technology (system infrastructure and support)

Well-maintained and spacious facilities

Tech-enhanced Curriculum (UNICEF) Use information and communication tech

as means to end, not end in itself Use the Internet to collect information and

to collaborate Use the Internet to foster interactive

learning environment Promote cross-site telecommunication

Instructional Design

Outcomes Indicators Learners’ characteristics Prerequisite skills Instructional format Delivery: resources, time, space, groups Stages: awareness, model, practice Context

Dimensions of Learning

Learners

Resources

Environment

Control over Time

Outcomes-Based Activities Content standards Information literacy Process and Product

Resources Lesson documents: readings, lecture

notes, presentation stacks WebQuests, tutorials, simulations Links (provide worldwide access and avoid

copyright problems) Online experts

Matching Tools with Learning

What are the critical features of each tool? What are the desired outcomes? What is process-centered, and what is

product-centered? What are the parameters: time, resources,

expertise…? Who is the learner?

Student Engagement Kinesthetics Learning environment to explore Online activities: WebQuests, etc. Communication Discussion forums (can be student-generated) Student home pages Group projects Quizes and surveys Grades

School Learning Activities

Writing: directions, continuous stories, text commentary, peer review

Dramatization Environment: visual inventory,

field trips, animal rights Art: original clip art, digital self-

portraits, ideal school, virtual museums

More School Activities

Health: ads, fotonovelas, tech healthcare, assistive tech

Career exploration: shadowing, role of tech in careers, online volunteering

Law: students’ rights, driving laws, CSI, legal tech, voting trends

Co-Curricular Activities

Online clubs and literature circles Student publications online Video/Podcast/Web service club Special ed aides Peer tutoring and mentoring

Empowerment Using Technology

Review books, media, Internet sites Add content on community websites Create products for the community:

photos, artwork, videos, displays, posters, newsletters, web pages

Train others in technology use Conduct community history Do service learning

…Because students are our future!