Discovery Den

McGillis, Jennifer


Berg, K., Kramer, J., & Werle, M. (2019). Implementing and Evaluating Instructional Partnerships. Knowledge Quest47(3), 32–38. Retrieved from

Summary: This article discusses the need for students in Bismark, ND to have “success skills,” which translate to the 4 C’s; creativity, collaboration, critical thinking and communication, and they believe this is achieved through project based learning (PBL).  It was also determined that the traditional library model was no longer conducive to the 21st century skills they were promoting. They transformed the library into a “Discovery Den” where the teacher librarian plays a vital role in collaborating with the teachers of the school on the students learning. The article also discusses the importance of a personalized learning environment, where students can “own their education.”

Evaluation: I found this article very helpful, it has a lot of real life practical ideas and reaffirms that many of the ideas we have discussed in class are what teachers and librarians are finding works in the real world. The author even talks about hearing her district being mentioned as a model to look at when she is listening to What Schools Could Be by Ted Dintersmith which was very exciting.

Spector, J. M., Ifenthaler, D., Sampson, D., Yang, L. (., Mukama, E., Warusavitarana, A., & … Gibson, D. C. (2016). Technology Enhanced Formative Assessment for 21st Century Learning. Journal Of Educational Technology & Society, 19(3), 58-71.

This article details the importance of providing formative assessments.  It discusses how formative assessments have changed over time and how now they are more important than ever. Since, these types of assessments have grown in importance they have changed a great deal in structure. This article discusses how formative assessments how grown to include 21st century learning topics or technology.  It discusses how educators have changed their assessements to reflect these new 21st century skills.

A Collaborative Journey: The Learning Commons

Amanda Rude


KOLOD, L. k., & UNGAR, B. b. (2016). A Collaborative Journey The Learning Commons. Teacher Librarian43(4), 22-27. Retrieved from

This article takes the reader though one school’s Journey from a traditional library to a 21st century learning commons.  Outlined in particular is the planning, research and collaboration that went into the process.  the end product is truly amazing and is an idyllic representation of the the learning commons.

Standing on a Corner

Amanda Rude


This article explores the various  accessibility issues of rural schools and proposes possible interventions to address them.  These issues contribute to the problem of a growing digital divide between these students and students from more urban areas.  This article addresses the equity issues created by geography.  But, it is interesting to note that many of these same issues could be encountered by students from low-income areas as well.

Professional Learning Networks

Felix Davila III
Moreillon, J. (2016). Building your PERSONAL LEARNING NETWORK (PLN): 21st-century school librarians seek self-regulated professional development online. Knowledge Quest, 44(3), 64-69. Retrieved from
Moreillon’s work here is a strong reminder of the necessity of developing a personal learning network. A PLN is essentially a core of resources that allows professionals to communicate or collaborate with others of the same field to expose themselves to new resources, tactics and more. The article provides a listing of ideas that librarians should bookmark for future reference. Moreillon includes discussion boards, Twitter groups or hastags, Facebook groups, webinars and blogs as common resources that can provide endless engagement, workshopping and brainstorming.

What is important to realize is that professional development is not simply located at work through employee meetings or training sessions. With technology, professional development is an every day, every hour phenomenon that can allow professionals a chance to grow and develop. Essentially, librarians should not rule out any outlet where they can connect with fellow librarians. This article motivated me to join a Facebook group of students that have taken INFO 254, which allowed me to not only share and receive ideas, but keep in touch with colleagues without compromising my personal social media (an important factor for those that may be really concerned with privacy).

In the war on fake news, school librarians have a huge role to play

Campbell, Renee
Tiffany, Kaitlyn. (2016). In the war on fake news, school librarians have a huge role to play: Talking to an information sciences professor about the challenges ahead. The Verge. Retrieved from
Interview with Professor Nicole A. Cooke of the University of Illinois School of Information Studies on how, as information specialists, to teach how to identify “fake news”. Cooke discusses the “all or nothing” approach people today have towards news. That “a lot of people say that they ‘distrust’ something not because it’s not trustworthy but because they actually just don’t agree with it.” And, how our students, who are the most technologically savvy, may also be the least informed because the speed of the internet and social media allows little time to adequately test credibility.

This is a very timely article with useful tools for librarians, teachers, and students. In these past two weeks, I have had numerous discussions with all three groups and am thankful for the insight and applicable tools. I especially like her advice to “meet students where the are” on Wikipedia, Facebook, and Twitter, and being a guide through the wilderness of information and misinformation.

CA-21st Century Standards and Curriculum

St Clair, Deb
Alismail, H. A., & McGuire, P., Dr. (2015). 21st century standards and
    curriculum: Current research and practice. Journal of Education and
    Practice, 6(6), 150-154. Retrieved from
Summary:  This article describes how the Common Core Standards support the type of learning necessary for our students in the 21st Century.  

This article provides a very clear connection between 21st Century Skills and the Common Core Curriculum.  There is sufficient, detailed background provided to understand the Common Core and 21st Century Skills.  In addition, the article describes how presenting students with real-world challenges makes learning authentic and engaging.


St Clair, Deb
Strittmatter, C., & Bratton, V. (2014). Plagiarism awareness among students:
    Assessing integration of ethics theory into library instruction. College
    and Research Libraries, 75(5), 736-752.

Summary:  This article evaluates the views students have of plagiarism and the role of the library in increasing knowledge of plagiarism.  

This article goes in depth about the effectiveness of instruction regarding plagiarism.  The premise is if students are intentionally provided with direction instruction regarding plagiarism and the ethics regarding plagiarism, then there will be a higher perception regarding plagiarism ethics.

Seeking and Finding Authentic Inquiry Models

Jacobsen. T.E., & O’Keefe, E. (2014). Seeking and finding authentic inquiry models for our evolving information landscape. Knowledge Quest (43)2, 26-33.
Summary: Jacobsen and O’Keefe suggest two shifts in education of information literacy: metaliteracy and threshold concepts. Metaliteracy is the concept that the Web 2.0 environment is better navigated by learners who are willing and able to reflect upon the interactions they have with and within this environment. Metaliterate individuals adapt to changing technologies and create relationships among related literacies. Threshold concepts are those foundational concepts necessary for understanding a particular discipline. The authors discuss ACRL’s Framework for Information Literacy for Higher Education (2015) as threshold concepts for Information Literacy.

Evaluation: The authors stress using the Framework as a guide to teach information literacy skills. They suggest, along with a focus on metaliteracy that the Framework will push students be engaged and promote authentic inquiry instruction.