In School Libraries, Differentiation Through Curation

Karla Morones


IL, CO


Morris, Rebecca. “In School Libraries, Differentiation Through Curation”. Harvard Education Publishing Group. N.p., 2016. Web. 2 May 2016.


Summary:


This blog posting covers how important the skill of digital curation is for school librarians to have.  The author would like to see digital curation not only in the hands of school librarians but the students as well. She believes having the students involved in the curation of digital material would lead to differentiation. Morris sees this happening by app smashing, a term coined by educator Greg Kulowiec, where a student would use multiple apps to complete a final task.  Morris suggests that school librarians would make excellent curators because they are enthusiastic and knowledgeable in helping teachers and students evaluate select and use digital tools


Evaluation:
I found this article informative and  a valuable resource.  This is a skill that would serve all librarians well, being able to provide students and teachers with a list of digital resources that could be used for a lesson or a research project would help immensely.  It is important to differentiate learning for students and teachers this would make way for more effective collaboration.

Theory and Research as the Foundational Elements of a Learning Commons

Whitney Fischer

ET

Reference:
Loertscher, D. V., & Koechlin, C. (2012). Theory and Research as the Foundational Elements of a Learning Commons. Teacher Librarian, 39(3), 48-51.

Summary:
This article posits that though school libraries are always changing and evolving, there will always be a place for teacher librarians.  Teacher librarians have the power to cultivate a friendly, inviting, and technologically advanced school library (budget permitting, of course) in the form of a learning commons.  The authors present five different articles to support their assertion that students and teachers alike benefit from the creation of these learning commons, as learning commons allow students to work collaboratively and use web 2.0 technology to work on the same documents or presentations simultaneously.  Lesson plans should incorporate tutorials on how to use the new tools available to students to keep confusion to a minimum.

Evaluation:
The idea that students should be given free reign to pursue their interests and use the tools available in the learning commons resonated with me because I agree that this self-directed approach to research with minimal restrictions on research tools and materials is an excellent way to keep students engaged with their projects.  I also appreciate the notion that teacher librarians should serve more as guides that are available to help students and point them in the right direction.

Discussion of Creative Learning Commons

Christopher Fluetsch
Z

Professor Loertscher has challenged us to develop some ideas about furthering the Creative Learning Commons projects. I thought it might be useful to have a discussion about some of our ideas in this blog format instead of on the Google Doc.

Here are some of my thoughts:

How many webmixes should we create?
I think we should have webmixes for content categories of webpages – Audio/ Visual; Graphic Arts; Writing; Communications and so forth. Final webmixes titles should be determined once we have a final list of content sites. It occurs to me, perhaps too late, that we might have wished to add tags to the website entry form, to allow easier categorization.

The webmixes do not necessarily have to be mutually exclusive. A website might appear in multiple places.  The idea it to make it easier for users to find what they are looking for.

We could use webmix tile colors to denote reading level or age appropriateness.

I hesitate to place age categories on the mixes themselves, as age/ grade level is not necessarily a good predictor of student interest or ability.

How should it be organized?

If I were designing this on my own, the upper left tile on each page would link to a team created page with a quick explanation of each tile on that page.  We can draw much of the information from the Google Form answers sheet.

I like the idea of having a visual guide of the linkages between the various pages.  Perhaps a guide drawn with a program like Mindomo.

We should definitely have a tile leading to a “Suggest New Pages” form. I’d put it at the bottom right of each page, and lead to a Google Form much like the one we’ve been using.

Anyway, these are some of my ideas. Perhaps you’d like to add ideas in the Comments section and we can begin a discussion before Tuesday’s class.