Optimizing Our Teaching: Hybrid Mode of Instruction

Usova, T. (2011). Optimizing our teaching: Hybrid mode of instruction. Partnership: The Canadian Journal Of Library & Information Practice & Research, 6(2), 1-12. Retrieved from: http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=llf&AN=72397754&site=ehost-live

Tatiana Usova’s article discusses the importance of blended learning experiences and uses the

Bibliothèque Saint-Jean, University of Alberta as an example of implementation. Usova describes how hybrid teaching positively affects education and includes detailed steps to create and implement a hybrid course in a library.

Applying Constructivism in Instructivist Learning Cultures

Porcaro, D. (2011). Applying constructivism in instructivist learning cultures. Multicultural Education & Technology Journal, 5(1), 39-54. Retrieved from: http://library.calstate.edu/sanjose/metasearch/record?group=2014-02-24-002388&resultSet=046983&startRecord=2

In this paper, David Porcaro discusses the value of constructivist teaching techniques. He uses literary reviews to support his idea that constructivist strategies are more effective in the classroom and are able to help strengthen the student-teacher relationship. Porcaro also uses evidence from other educational theory scholars to describe the differences between constructivist and instructivist teaching. He includes information about how to handle difficulties with implementing new techniques and how cultural differences may impact the transitional process. The most beneficial aspects of this article are the table that outlines the major differences and the concept map that provides a “framework for introducing innovative pedagogies” (Porcaro p. 45). 

Kindles in Classrooms

Anusasananan, Chalida


Rudd, L. L. (2013, March). The Kindle goes to high school. Retrieved February 24, 2014, from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/The-Kindle-Goes-to-High-School.aspx

Rudd discusses the implementation of 75 Kindles among 16 teachers at a high school in Ohio. Some of the benefits included reluctant readers reading entire books for the first time and not feeling embarrassed about reading books with a low lexile number or larger font size because of the privacy the Kindle offers. Additionally, teachers downloaded articles on Kindles to save having to make millions of copies. The students still had trouble with the Kindles as they were used to touch technology. Teachers also complained about the amount of time it took to download materials and the money required to purchase high-interest texts for students. Yet, overall, teachers believed they were able to reach students who were adept to 21st technology.

As the recipient of 8 Kindles for the school library, I found this article helpful.

Ravitch and the Common Core

Anusasananan, Chalida


Strauss, V. (2014, January 18). Everything you need to know about the Common 
     Core–Ravitch. Retrieved February 17, 2014, from 
     http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/01/18/      everything-you-need-to-know-about-common-core-ravitch/ 

Diane Ravitch contextualizes the origins of the Common Core standards and discusses her major objections to them which include: 1) they were not created by educators but rather the testing industry, 2) they were not field-tested to see if the standards widened the achievement gap; in fact, only 30% of students pass and 3) they are not malleable; there is no way for educators to adjust the standards and no revision committee.  Ravitch is well-versed in education and this speech is even a turn from her book The Death and Life of the Great American School System (2011).  

While the Common Core is the reality now in public schools, Ravitch reminds us how they are flawed and gives us fodder for thought in this testing-crazed world.  For librarians, her speech is a push for us to offer and advocated for authentic research opportunities and real learning experiences to young people.