Universal Design for Learning

Name: Krista Schmidt

Topic: ET

Citation: The UDL Guidelines. Retrieved from: http://udlguidelines.cast.org/?utm_medium=web&utm_campagin=none&utm_source=cast-home

Summary: Universal Design for Learning (UDL) is a framework designed to improve teaching and learning for ALL. Often, the framework is explained as teaching to the edges with the idea of designing learning experiences that are accessible by all students. This webpage includes the UDL Guidelines in which Multiple Means of Engagement (why), Representation (what), and Action & Expression (how) are explored with examples of options within each area that teachers may choose to incorporate in their plans.

Opinion: This webpage provides a clear, interactive chart to allow teachers to see options they can utilize in their instruction to move toward UDL in order to reach more of their students needs.

Technology that boosts teaching and learning

Name: Kristian Johnson

Topic: TE

Citation: Marty, N. (2019). 19 Useful Educational Tech Tools for 2019. Retrieved from: https://medium.com/innovate-624/19-useful-educational-technology-tools-for-2019-af75dab6fd51

Summary: This is an article that lists 19 tech tools that teachers can use to make their students’ learning experiences transformative. Nick Marty introduces some lesser known, yet important tools that make learning and teaching engaging for both students and teachers. These tools range from ways to gamify learning to teaching students about coding.

Opinion: I think this is a really helpful article because it gives an introduction all kinds of useful tech tools that teachers can use to make their lessons more engaging. It all features tools that allow students to work together and collaborate with their learning experiences.

Technology that Boosts Teaching and Learning

Name: Villena, Justin

Topic: TE

Citation: Leeder, Kim. “Learning to Teach Through Video.” The Library with The Lead Pipe, Oct. 2009. http://www.inthelibrarywiththeleadpipe.org/2009/learning-to-teach-through-video/. Accessed 10 Sept. 2019.

Summary: This article provides a demonstration of what teaching would be like if teachers or professors were to teach through videos. Kim Leeder describes how these video instructions must be short and concise, as putting too much information in one short video can overwhelm a student. Whereas, having to focus on one topic at a time, can help a student focus more and retain more.

Opinion: I think this article is helpful because it demonstrates how technology can be beneficial to students, and how it can help enhance the instruction of teachers for their classroom sessions.

Technology Evaluation Tools

Rebecca Blauch

Topic: CA

Bibliographic Citation:

Wan, T. (2019). Google apps are used widely in K-12. A new tool will show just how useful they are. EdSurge. Retrieved from https://www.edsurge.com/news/2019-09-24-google-apps-are-used-widely-in-k-12-a-new-tool-will-show-just-how-useful-they-are

Summary: The author discusses new resources through G Suite and Google Classroom for teacher assessment and evaluation. The author explains how the “transformation report” works and what it does, along with providing graphs that the report will generate. This new report allows administrators to assess what tools in the G Suite are being used and how, in order to determine how to better use technology in the classroom. Google has also developed new surveys for teachers to complete regarding the classroom tools they use, so they can gather both qualitative and quantitative data about how the resources work in the classroom.

Opinion: As someone who isn’t very familiar with everything the G Suite has to offer for classrooms and educators, this article gave a lot of details on different resources that Google provides that may not be well known or utilized to their full potential in education.

Problem Scoping: Design Thinking & Close Reading Makerspaces in the School

Waltz, Katherine

Topic: Inquiry & Design (ID)

Bibliographic Citation:

Blakemore, M. (2019). Problem scoping: Design thinking & close reading makerspaces in the school library. Knowledge Quest46(4), pp. 66–69. Retrieved from https://search-ebscohost-com.libaccess.sjlibrary.org/login.aspx?direct=true&db=ehh&AN=128199635&site=ehost-live&scope=site

Summary: The author defines what a makerspace is and illustrates some of its uses for students. She then goes into problem scoping as part of the design process, where students would define the problem, before continuing on to design a solution. The author also connects literature and literacy to the making process, as they can be connected by solving problems in stories through making. She offers different approaches that can be taken for this design practice with whole groups or small groups.

Evaluation/Opinion: As someone who is very new to almost all of the theories and practices from this segment, I had not heard of this practice, and thought it was a very interesting one that was also friendly as a more introductory article that I could also use where I am more experienced in a public library setting while still teaching me more about school librarianship. I thought others may have been interested in learning about this as well if they had not yet heard of problem scoping with makerspaces.

For Radical Educators and Librarians

Name: Roa, Molly.

Topic: E.T.

Citation: Keer, G. (2016). “Barriers to critical pedagogy in information literacy teaching.” In N. Pagowsky & K. McElroy (Eds.), Critical Library Pedagogy Handbook  (pp. 65–74). Chicago: Association of College & Research Libraries.  Retrieved from https://www.researchgate.net/profile/Gr_Keer/publication/319945161_Barriers_to_Critical_Pedagogy_in_Information_Literacy_Teaching/links/59ee28c6a6fdcc32187daeff/Barriers-to-Critical-Pedagogy-in-Information-Literacy-Teaching.pdf

Summary: This entire book was featured previously on this blog, but I wanted to highlight this chapter in particular. Keer reflects all the ways in which librarians must confront our limits as critical pedagogues and how we can work to rethink our roles in the air or neutrality demanded by librarians. While Keer doesn’t come to any firm conclusions, his work challenges the reader to assess critical pedagogy as a theory in contrast with our roles in the library, ways in which we can work effectively and our limitations. This chapter is essential for radical anti-neoliberal educators and librarians to better assess our roles in the classroom, library, and library profession.

Opinion: As a queer woman, I found this work very helpful. I have been interested in critical pedagogy since undergrad, and have struggled to find a way to combine my library profession with my ethics of anti-authoritarianism and liberation for marginalized communities. In fact, this ethical issue can at time be a persistent issue for me in my day-to-day at work in a public library. Keer acknowledges this difficulty and also the overall lack of research and resources that are librarian specific on critical pedagogy.