“Libraries Must Stop Pretending They Can Be Neutral About Human Rights”

Dracula, Flórián

Main Topic: Equity, Learning Commons

APA Citation: Brown, A. (2022). Libraries must stop pretending they can be neutral about human rights. Prism. https://prismreports.org/2022/07/21/libraries-cannot-be-neutral-human-rights/

Summary: Adopting “neutral” positions regarding curation and library policies ends up harming our most marginalized patrons, as well as allowing bigotry and misinformation to go unchecked. This article details some of the ways in which the idea of “neutrality” has been weaponized to justify the removal of identity-based programming, materials, and displays (such as those related to Black History Month or Pride Month), as well as allowing violent hate groups to congregate in libraries. However, as Brown writes, “we cannot ‘both sides’ human rights”; as library workers and educators, we need to keep the needs and safety of our most vulnerable and marginalized students and patrons centered in our minds, stay informed about ongoing threats to equity and justice in our libraries and schools, and advocate actively for diverse and engaging collections and libraries for all.

Evaluation: As an openly queer educator of diverse students, the news about school and library censorship over the past several years has hit very close to home. This article does a great job of explaining something that I have had a hard time expressing to colleagues when advocating for marginalized students; namely, that “neutrality inevitably prioritizes the majority over the minority.” While I don’t condone censorship, I do believe in curation, especially since, as Brown points out, the reality is that libraries do operate with finite budgets. “[T]he actions many libraries take in the name of neutrality are anything but, especially when library workers are being asked to financially support and dedicate valuable shelf space to books and authors promoting anti-LGBTQ+, transphobic, racist, misogynist, abelist, xenophobic ideologies, and intentionally provide misinformation to our patrons.” When we devote money, shelf-space, and time to housing and lending out materials that harm our marginalized patrons and communities, that is time, space, and money that is not being spent on texts that uplift those communities. As more and more libraries and public schools come under fire, it’s crucial that we continue to commit to creating spaces that are designed with our diverse students in mind.

Classroom Interaction Redefined: Multidisciplinary Perspectives on Moving Beyond Traditional Classroom Spaces to Promote Student Engagement

Name: Mason, Hilary

Topic: ET – Educational Theory

Citation: Zimmermann, P., Stallings, L., Pierce, R., & Largent, D. (2018). Classroom Interaction Redefined: Multidisciplinary Perspectives on Moving Beyond Traditional Classroom Spaces to Promote Student Engagement. Journal of Learning Spaces, 7(1). Retrieved from http://libjournal.uncg.edu/jls/article/view/1601

Summary: This article summarizes research done to determine how physical space affects student learning in a classroom setting. The main idea is that Interactive Learning Spaces increase student engagement and a Literature Review shows how student engagement positively affects student achievement and length of educational career. The authors state that the purpose of the article is “to examine the transition from traditional to interactive learning spaces for faculty members” (Zimmermann, et. al., 2018, p. 46). Therefore, this information is beneficial to educators working in classrooms with students. The article supposes that the traditional classroom space, where each student sits at an individual desk and all desks face the educator, to be problematic for student achievement because “these traditional spaces are not naturally configured to engender discussions, student group work, other forms of collaborative learning, or even instructor mobility that encourage student engagement and immediacy” (Zimmerman, et. al., 2018, p. 46). The article defines, with images, what the terms Traditional Classroom Space and Interactive Learning Space mean, which helps the academic community of educators interested in this topic to easily converse. More research is needed to conclude that Interactive Learning Spaces positively affect student achievement more than Traditional Classroom Spaces, but this study finds that Interactive Learning Spaces are beneficial for student achievement.

Evaluation: 9/10. This article offers an easy look into the conversation of Educational Reform via the physical spaces used for instruction, like classrooms. The research is well done, and the results are easy to understand. I appreciate that the authors state that the purpose of their research is to focus on the transition for educators when they begin to implement an Interactive Learning Space in their own classrooms. If in need of evidence for convincing an administrator, this article could supply the reasoning for why educators should consider transitioning to an Interactive Learning Space.

Culturally Responsive Teaching (CRT)

Name: Mason, Hilary

Topic: Pedagogy & Curricula

Citation: Hammond, Z., & Jackson, Y. (2015). Culturally responsive teaching and the brain:

Promoting authentic engagement and rigor among culturally and linguistically diverse

students. Corwin, a SAGE Company.

WorldCat link to resource

Summary: This book addresses the topic of culturally responsive teaching and gives scientific explanations of how to do it. Culturally Responsive Teaching (CRT) has become a buzz phrase and while this is helpful to bring awareness to the topic, it is also detrimental to its definition. Hammond proposes that CRT is happening when students are learning, engaged in rigorous content, and achieving academic success. Basically, CRT is what we think of when we think of what should happen at school. When those outcomes are not being met, CRT may not be happening in the classroom. CRT is not celebrating various cultural differences like holidays and festivals but of course honoring those things can be a part of CRT. Hammond’s book is a wonderful read for educators interested in brain science and how it relates to learning.

Evaluation: 10/10

Categories: Best Practices, Classroom Management, Communication, Critical Pedagogy, Education Intervention, Educational Practices, Instruction, Social Justice, Student Learning, Student-Centered, Teacher Education, Teaching Practices

Tags: CRT, Culturally Responsive Teaching, Brain, Brain Science, Culturally Diverse

Accelerate, Don’t Remediate

NAME: Halff, Allison

TOPIC: Educational Theory and Practice

CITATION

TNTP. (2021, May 23). Accelerate, don’t remediate: New evidence from elementary math classrooms. TNTP. https://tntp.org/publications/view/teacher-training-and-classroom-practice/accelerate-dont-remediate

SUMMARY

TNTP (formerly called The New Teacher Project) presents research from Zearn, an education technology company, whose math program is used in 25 percent of elementary schools. Researchers used data from the program to compare how students responded to remediation versus acceleration. Remediation is the practice of going back to previous years and covering all missing knowledge and material, before moving on to grade level work. Acceleration refers to the practice of beginning with grade level work and going back to fill in gaps, where necessary. researchers found that students performed much better in accelerated classrooms and learned more than peers who started at the same level but were given remedial instruction. Additionally, they found that these effects were particularly pronounced for low-income students and students of color, but that these populations were more likely to receive remediation than higher income, white students.

EVALUATION

The issue of filling in education gaps obviously has huge ramifications at this moment in time, as large numbers of students are likely to have knowledge gaps from their pandemic year of remote or hybrid learning. It feels a little counterintuitive to suggest that remediation is not helpful, so this data should help educators make better informed choices on how to account for learning gaps. Moving forward, while making plenty of space to mindfully return to previous years’ material will be the most beneficial way to help students remain or get on grade level. As with all instruction, this type of learning must be differentiated and tailored for each student, all of whom may have very different experiences and content mastery from the last year.

For your consideration: An Outlier

Solomon, Samantha

Ullman, R. (2018). No, Teachers Shouldn’t Put Students in the Driver’s Seat. Teacher Teacher. Retrieved 26 September 2018, from https://www.edweek.org/tm/articles/2018/09/05/no-teachers-shouldnt-put-students-in-the.html

Summary: This opinion piece is written by Richard Ullman, a 29 year veteran of teaching in public high schools. In the piece Ullman defends the practice of teachings using direct instruction to communicate complex skills and concepts to students. He feels that the pendulum has swung too far towards a pedagogy based on “equat[ing] cosmetic engagement with actual learning.” He argues that educational trends are dictated and propelled by people who are removed from actual classrooms, and that as a result, the current trends around game-based learning and student driven learning actually don’t improve student outcomes. He points out that “even though the classroom looks dynamic, students appear to be busy, and the right boxes get checked during classroom observations, achievement gaps don’t close.” Ullman argues that traditional, teacher-centered instruction does work, but that confirmation bias causes experts to ignore the merits of this style in favor of chasing educational fads.

Evaluation: It’s not that I agree with Ullman’s strong preference for teacher-centered instruction, but I do think it is important to acknowledge what people who might be out of this moment’s mainstream might be thinking. I absolutely feel that there is a place for more traditional, direct instruction in classrooms and school libraries, but I also think that it has to be blended with more engaging, student-centered techniques to fully resonate and connect with students and truly enhance their learning.

Understanding by Design

Hertz-Newman, Jenny

ET

Bowen, Ryan S., (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved May 2018 from https://cft.vanderbilt.edu/understanding-by-design/.

This is almost like a mini-class in the backwards design model for constructing courses and units of study.  It reminds me of standards based planning/instruction in which instruction is based on the goal of students mastering the standard and lesson follows from that end goal.  This site has both text and video and the main aspects of backwards design are broken down clearly and in an interesting way.  There are also lesson planning templates and ideas for assessment.  I appreciate the focus on design for understanding and critical thinking in this model.

 

Histories of Personalized Learning

Michele Peabody

ET

Watters, A. (2017). The histories of personalized learning, Hackereducation OEB Mid Summit conference in Reykjavik, Iceland. Retrieved 6/2017 from

http://hackeducation.com/2017/06/09personalization

The author, “I am an education writer, an independent scholar, a serial dropout, a rabble-rouser, and ed-tech’s Cassandra” argues that personalized learning has been around for at least a decade, and depending on your agenda, we define it the way we want to. Industries and tech companies agenda is the “personalized computer” and are succeeding in having education follow their lead.

Inna Levine

CO-Collaboration Strategies

Subramaniam, M., Ahn, J., Waugh, A., Taylor, N. G., Druin, A., Fleischmann, K. R., & Walsh, G. (2013). Crosswalk between the “framework for K-12 science education” and “standards for the 21st-century learner”: School librarians as the crucial link.School Library Research, 16 Retrieved from http://dialog.proquest.com/professional/docview/1509082301?accountid=143640

Within the school library community, there have been persuasive calls for school librarians to contribute to science learning. The article presents a conceptual framework that links national standards of science education (“Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas,”) to core elements embedded in “AASL’s Standards for the 21st-Century Learner”, the standards that guide the teaching and learning of multiple literacies for which librarians are responsible in schools. Based on this conceptual framework, the authors of the article highlight how four middle school librarians in a large school district in the mid-Atlantic region of the United States enact and expand their five roles–information specialist, instructional partner, teacher, program administrator, and leader–while they participate in Sci-Dentity, a science-infused after-school program. They observed clear links between skills, dispositions, and responsibilities from the “Standards.” taught and facilitated by these school librarians, to principles in the Framework. The authors contend that the learning of the Standards is crucial to creating and sustaining science-learning environments as envisioned in the “Framework” and argue that school librarians’ role in science learning is more vital than it has ever been.