In order to achieve all of this, the article suggests that shared interests should be built between high schools and colleges so that they will be more willing to work together. Both groups would need to fully understand and support the program. I think this would only work with this last point in mind: both the university and the high school would need to have a thorough understanding of the program and be on board with it.
CO-Overcoming barriers, CO-School organization
Hand, Dorcas. (2015). You don’t have time not to advocate. Library Media Connection, 33(5), 24-26. Retrieved from http://web.a.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?vid=7&sid=7a709a14-c88d-4488-8149-bbda4933394c%40sessionmgr4001&hid=4112.
Hand tells us that any strong advocacy programs begins with “making sure we have a clear mission to implement which fuels our consistent messaging to stakeholders.” (24) She provides arguments for making the time to advocate and gives us several concrete examples of what advocacy can look like given a busy schedule. She also reminds us that librarians should not be the only folks advocating for our libraries and library programs. And finally, she emphasizes asking your stakeholders to speak up for the library and library programming, being the “squeaky wheel” since we “know that the squeaky wheel often gets the grease.” (26).
This article was a strong reminder of the importance of advocacy and how to do it. I find it is so easy to get caught up in the day-to-day of operations and teaching, that advocacy takes a backseat. With examples such as “make yourself visible,” (24) “speak up for others,” (24) “give student examples,” (25) and making sure you have a clear mission and vision, Hand makes advocacy necessary and doable.
ET-Standards-based education, CA-Written curriculum, IL-Questions
Heick, Terry. (2014, October 15). Curriculum that questions the purpose of knowledge. Retrieved from http://www.teachthought.com/uncategorized/curriculum-questions-purpose-knowledge/.
Summary and Evaluation
Heick’s main question is “…what is the purpose of knowledge?” (4) As educators, we tend to get lost creating and revising curriculum to the extent that we forget the purpose of knowledge. We need to remember that curriculum is a tool that tells us “what knowledge, but doesn’t answer why knowledge.” (5)
Overall, the article was not the best and was often confusing. However I chose this article because it is a discussion in which I’ve been trying to engage my middle school students. For them, the purpose of an education (re; knowledge) is to “get a good job.” So, I found this article validating in that I’m not the only person posing this question. And, I think it’s a question that we need to put front and center in our discussions of curriculum planning in our schools and to communicate with all stakeholders. Decades ago, we used to know the purpose of knowledge–to be well-rounded citizens who could think, read, problem-solve, share cultural meaning. In the move to national standards for the purpose of testing, college, and good jobs, we’ve lost sight of the purpose for knowledge. And sadly, we’ve created students who now only value learning for the purpose of getting a good job.
Kaplan, Tali Balas; Dolloff, Andrea K.; Giffard, Sue; Still-Schiff, Jennifer (2012). Are Dewey’s days numbered? School Library Journal, 58(10), 24-28, Retrieved from
This article explains the process from idea to conception of doing away with Dewey and creating a new system–categories, subcategories, order, call numbers, and labels–that met the needs of the users at Ethical Cultural Fieldston School in New York City. Two of their earliest questions were “Why are we using decimals in a children’s library, when they don’t learn that until fourth-grade math? And why are our picture books arranged by author, when most children are more interested in the content than in who wrote the book?” (p26) They turned to the work of Linda Cooper, a professor at New York’s Queens College Graduate School of Library and Information Science who studied the ways that children categorize topics and themes, and integrated students thoughts into the planning of the new system. They also developed three guiding principles to keep them on track. The new system had to be child-centered, browsable, and flexible. After two years of hard work, they have found that students, teachers, parents, and the rest of the community love the new system, and that they are “better able to collaborate and support the school-wide curriculum.” (28)
It was very validating for me to read this article and discovering that colleagues have had the same questions as I have. For instance, one of my primary challenges has been teaching decimals to students who haven’t learned them yet in their math curriculum! The authors explained the process, challenges, and opportunities thoroughly which would be very useful for others wanting to go through a similar process. They also mentioned the work of Linda Cooper, they also listed the URL for the website they created so others can share their ideas and work. Finally, there’s plenty of anecdotal information to use if needed when discussing these changes with teachers, students, and administrators.