Articles on Teaching (by M.Motley)

INFO 250 Articles on Teaching

This is my list of articles on teaching. Most of them are for novices, and most of these are about communication between teachers and librarians, but there’s also some about technology that’s useful in the classroom. Most of them are worth reading, though some I gave poor reviews for not being especially valuable or noteworthy, merely supporting the subject or offering background information.

Jacobson, L. (2016). When librarians teach teachers. School Library Journal. Retrieved from

This article mentions several early-learning programs which librarians teach to teachers, particularly those associated with teaching children to read so they are ready for school. It will be most useful for K-3 Youth and School librarians or librarians interested in teaching these skills to the early-education teachers.

 Krebs, P. (2014). Why you should talk to the librarians. Retrieved from

This article is more interesting to K-12 and academic librarians, as it reminds teachers to contact librarians before publishing their syllabus and get additional resources that the librarian knows about. Librarians can offer even more help if you give them a heads-up about what your assignments are going to be.

They can pull relevant texts from the stacks and hold them on reserve for your course. They can come to your classroom and talk about which sources are available and how to judge their quality. They can suggest assignments and let you know about resources you may not have seen yet. And they can be a great help if you have to miss a class–they can work with your students in the library that day or in your classroom to keep them on track with whatever assignment you’ve given while you’re away at that conference.

I thought this was a particularly useful quote.

 LaGarde, J. (2012). 5 more TED talks that all school librarians should watch. (blog). Retrieved from

This list of TED Talks videos includes several interesting topics, each of which is worthy of review as individual articles/videos appropriate to our topic on librarianship and teaching in schools.

LaGarde, J. (2011). 6 TED Talks all school librarians should watch (and why!). (blog). Retrieved from
The original posted list of TED talks about librarianship. These video lectures are meant to inspire viewers and provide ideas and motivation to do things.

 Leeder, K. (2011). Collaborating with faculty part 2: What our partnerships look like. Retrieved from

This article, second in a series, is about how to talk to teachers and collaborate with them using library resources. The first in the series is general. These are specific examples. Key points are faculty training and technology assistance (another kind of training or infrastructure help with websites or hardware).

Deringer, S. (2013). Inspire collaboration: A quick and easy guide for super busy school librarians. Retrieved from

Simple advice on collaborating, starting with offering to help and respecting teacher’s time and schedules. This also lists a number of resources on collaboration.

 Ivey, R. (2003). Information literacy: How do librarians and academics work in partnership to deliver effective learning programs? Australian Academic and Research Libraries. Retrieved from

Good ideas despite being somewhat out of date.

Strang, T. (2015). Improving collaboration among faculty and librarians. Cengage Learning (blog). Retrieved from

This is a list with additional links to websites with further refined advice.

 Editor. (2016). The best apps for teaching and learning 2016. Retrieved from 

This list assembled by librarians at American Library Association contains a lot of educational software published in the last year. There’s also utilities to help teachers stay organized, which works between their smartphone, laptop, tablet, and PC.

Editor. (2016). Best websites for teaching & learning 2016. Retrieved from

Like the list of Apps, this is a list of useful websites which both teachers and librarians would find useful in education. A big part of a librarian’s job is to find stuff, but also to remember stuff we find so that when someone says “I wish I could do X” you can actually say “Yes, you can at link Y, and it’s free. I’ll show you.”

Firestone, M. (2014). What is collaborative learning: Benefits theory definition. (Video). Retrieved from

This video provides an explanation into collaborative learning and what it really means.

Levine, M. (2016). Collaborative learning in libraries. Retrieved from

This article describes the co-learning classes in first web design and coding and later in Arduino (Maker) projects taught at the Chattanooga (TN) public library system. This is pretty short and may lack sufficient depth to recommend to others.

Kruse, C. (2016). Creating collaborative learning spaces in a college library. (blog). Retrieved from

This blog post provides pictures and descriptions of Maker spaces in a college library and how those were funded. The article is a bit short though the pictures are useful.

 House, K. (2014). Multnomah County Library turns to ‘collaborative learning’ to lure teens in, keep them engaged. (Video). Retrieved from
This has a video and an article following it with supporting pictures and a brief quote from the instructor in charge.

Clifford, M. (2016). 20 Collaborative learning tips and strategies for teachers. Retrieved from

A list of techniques recommended to help students learn in a small group environment created through “collaborative learning”. These look useful and can be tested in the real world.

Editor. (2016). Empowering parents with technology. Retrieved from

This article is a post at Oak Park Public Library explaining their program to help parents keep better track of what their kids are learning in school. This is an example of an ongoing program which allows collaboration between librarians, teachers, students, and parents rather than merely another theoretical test using spent grant money. It is pretty interesting.

Nelson, K. (2016). 10 game-changing ways to use an interactive classroom projector. from

This is an interesting one, because it uses modern digital projectors to create active learning for students. The example provided would be excellent for history, geography, and probably geology too.

Annoyed_Librarian. (2014). Closer to real censorship. [Blog] Library Journal. Retrieved from

Anthony, C. (2016). Libraries are bridging the digital divide in cities. Library
Retrieved from

Barefoot, R. (2016). Week 3: Managing the roles of organizational change. SJSU SLIS 282-10
lesson. Retrieved from

Benjamin, K. (2013). 11 book burning stories that will break your heart. Mental Floss. Retrieved

Hernon, P. and Altman, E. (2010). Assessing service quality: Satisfying the expectations of library customers, 2nd ed. [Document]. American Library Retrieved from  

Mies, G. (2016). How to make technology training fun for your library staff. Retrieved from

Rabina, D. (2013). The dark side of Dewey. from 

Tennant, R. (2002). MARC must die. Library Journal,127(17), 26.

Tuel, Kris

Väljataga, T., & Laanpere, M. (2010). Learner control and personal learning environment: a challenge for instructional design. Interactive Learning Environments, 18(3), 277-291. doi:10.1080/10494820.2010.500546


This article discusses the Personal Learning Environment and how to address the lack of “instructional functions” and how that effects the self-guided learner. The findings include the notion that colleges and universities should give students more control over their learning projects, and that the self-directed learners could then continue their Personal Learning Environments and self-guided education beyond the institutional setting allowing them to be lifelong learners.


I found this article quite interesting because I am a true believer in self-directed education– to me, it’s the one thing no one can give you, you have to have the initiative and motivation to be educated. This article validates that point, and recommends changes that can be made to help ensure a successful path for a self-guided learner.

Label: IL-PLE

Tuel, Kris

Pederson, P. V. (2007). What is measured is treasured: The impact of the Co Child Left Behind Act on nonassessed subjects. Clearing House, 80(6), 287-291.


This article reports on a study of the results of a national survey on No Child Left Behind (NCLB) on non-assessed subjects, such as social studies and humanities classes. The study showed that while the assessed subjects’ scores increased, the non-assessed subjects underperformed. The summation is that the redirected resources towards the assessed subjects is taking away from the non-assessed, leaving a measurable gap in social studies, art, humanities, and technology.


I have never been a proponent of NCLB because of the way curriculum and instruction is developed around tests, rather than having a broad-serving curriculm. Having worked with teachers that are frustrated with standards-based teaching, I thought this article did a very good job at pointing out some of the learning gaps that have resulted from NCLB’s focus on science and math.

Label: CA-Curriculum Assessment

Tuel, Kris

Roach, A. T., & Elliott, S. N. (2009). Consultation to support inclusive accountability and standards- based reform: Facilitating access, equity, and empowerment. Journal of Educational & Psychological Consultation, 19(1), 61-81. doi:10.1080/10474410802463320


This article is about providing equitable services and curriculum to provide education that coincides with the efforts in standards-based reforms as set forth by the No Child Left Behind Act (NCLB). The study included providing consultant services to provide guidance to help educuators meet and exceed assessment goals.


I found the article quite interesting, and thought the insights into providing consulting services to guide the instructors and administration towards assessment goals seemed like a valuable solution to an ongoing problem.

Label: CA- Curriculum Assessment

Heichel, Paula

ET Tablets
Nicholas, J. A. (2014). iPads in the library: Using tablet technology to enhance programs for all ages. Library Media Connections, 32(4), 30.
Summary: According to the author, internet filters in schools need to be relaxed because they dramatically encumbering access to safe and useful information sources for the learning process. “Think of the iPad as the Swiss Army knife of tablet computers: high resolution display, two cameras capable of capturing high definition (HD) images, a microphone and speakers for effective recording and playback, and Wi-Fi or LTE (3G or 4G wireless signals that connect cellular phones) capability depending on the model” (Nicholas, 2014).

Evaluation: When modern technology is used to engage students in what they perceive as mundane topics, attentiveness naturally increases among the Digital Natives. The components of and iPad or other tablet may change over time, but the access to internet can stagnate public school education. Students will seek information from the web, so let’s teach them how best to search with information and media literacy. 

Nicole Ogden
CO and ET

Maniotes, L. K., & Kuhlthau, C. C. (2014). Making the Shift: From Traditional Research Assignments to Guiding Inquiry Learning. Knowledge Quest, 43(2-), 8-17.
Maniotes and Kuhlthau compare the traditional research assignment framework that librarians often work in and propose a more authentic method that mirrors the inquiry process. They articulate how one visit to the library cannot cover all that students need to learn in order to accomplish authentic inquiry. The authors provide six steps to transform the research process and also discuss how the teacher librarian can convince the reluctant content teacher.

The authors perfectly capture the situation that many librarians find themselves in where they are given a small slice of time and expected to teach a whole range of valuable skills to a class in a one time visit. They provide suggestions on how to encourage teachers to partner with the TL on an inquiry process. They also provide some clear activities and steps in the research process that the TL could immediately adapt for the classroom.

Great Video on Behaviorist Theory

Jeselyn Templin


G., C. [Caitlin G.]. (2015, September 20). The breakdown: Behaviorist theory . Retrieved from

Caitlin G’s video on Behaviorist theory effectively breaks down the finer points of both Behaviorism and Constructivism by explaining their relationship to one another and how they differ.

The way she breaks down Behaviorism and Constructivism is very accessible to novices in the field. I appreciate the examples she uses, like Pavlov’s dogs to explain response to stimuli, to make sure her viewers understand what she is talking about. By the end of the video I felt well-versed in the basics of Behaviorist theory and ready to research more in the form of scholarly articles.


Nicole Ogden

Lankau, L. (2015). Connection + Collaboration = SUCCESSFUL INTEGRATION OF TECHNOLOGY IN A LARGE HIGH SCHOOL.Knowledge Quest, 44(2), 66-73.
Lankau provides ways for a teacher librarian to reach out to colleagues and create relationships and opportunities for collaboration.  She is positioned at a large high school but her advice can work for any grade level or school size. She has many suggestions from how to plan meetings with different departments, introducing department specific technology and resources and how to get administration on your side. She also has advice for the TL who is just beginning to form these relationships.

This article is a wonderful resource for Teacher Librarians who are in their first years at a position. There are very concrete suggestions that the TL can adapt to connect with their school staff and build opportunities for collaboration. Lankau also provides best practices for just getting started.

New Assessments Help Teachers Innovate in Classrooms

Eric Sanderson


Jayson, S. (2016, October 13). New assessments help teachers innovate in classrooms [Blog post]. Retrieved from

Summary. In this post on the William and Flora Hewlett Foundation education website, Jayson reports on contemporary models of formative assessment associated with emerging best practices of 21st century learning and teaching. First, Jayson provides a snapshot of formative assessment using digital badges at Del Lago Academy in Escondido, California. Second, Jayson sketches out the development and introduction of periodic “performance-based tasks that can be done in an hour or less” at Two Rivers Public Charter School in Washington, DC. Finally, Jayson summarizes the efforts of Henry County Schools outside Atlanta, Georgia, to follow a “personalized learning model” in which “feedback is the focus.”

Evaluation. While this post does not provide detailed information about any of the formative assessment concepts described above, it is a useful introduction to 21st century curriculum and assessment models and to the variety of schools and districts implementing them. This post also provides a generalized overview of the need for reevaluating formative and summative assessment models during this time of transition in primary and secondary education.

Connecting Community Groups at the Library

Aubree Burkholder

Jarecki, K. (2016, October). Connecting Community Groups at the Library. Retrieved from
The library’s reach isn’t limited to just its walls. The library’s reach should extend to the whole community, and often times librarians can have a difficult time trying to find ways to connect with their surrounding communities.  This article gave great advice and real life examples of how libraries can organize programming and connect with community members and groups.

I enjoyed this article because I feel that the number one jobs of public libraries should be to make connections to the community that it serves.