The Global One Room Schoolhouse: John Seely Brown

Beilock, John


global schoolhouse

DMLResearchHub (Producer). (2012). The Global One Room Schoolhouse: John Seely Brown (Highlights from JSB’s Keynote at DML2012). Retrieved from 

An animated highlight of John Seely Brown’s Keynote Presentation, “Cultivating the Entrepreneurial Learner in the 21st Century,” at the 2012 Digital Media and Learning Conference.

An inspirational challenge to rethink schooling.

Javier Morales


Allen, M. (2008). Promoting Critical Thinking Skills in Online Information Literacy Instruction Using a Constructivist Approach. College & Undergraduate Libraries15(1/2), 21-38. doi:10.1080/10691310802176780. Retrieved from

This article discusses changes in teaching literacy skills and how the constructivist approach is becoming increasingly popular. This approach has teachers act primarily as guides for learning, where students are given a more involved role in their own learning. Librarians are also attempting to find ways in which they could apply something similar within their own libraries. Based on the reading, it seems like this subject is one that will only gain more importance because they seem to create an ideal model for sustained self-learning.

Javier Morales



Urban Myths about Learning and Education – Book

Clem, Katy


De Bruyckere, P., Kirschner, P.A., & Hulshof, C.D. (2015). Urban Myths about Learning and Education. Academic Press.

Preview available at

This is a full book rather than a journal article, but it is a great place to begin understanding educational theories. The authors devote the first section to a wide-reaching foundation in ET background before moving on to describing and debunking 12 common myths in education.

Urban Myths About Learning and Education serves as a particularly elegant source of background to Education Theory & Practice; as it is aimed at novices and experts alike, its early chapters are dedicated to providing a foundational overview of the current educational paradigm, operating theories, roles in education research, and definitions of frequently used terms. I found this so helpful and used it as a launching pad for deeper investigation into individual ideas. The many, many useful references from this book alone could take me years to examine! Ultimately, this single title emerged as my most useful resource on education theory, and I’ve been going back to it repeatedly for further topical background as I stretch my knowledge base. It provided a mental map to how the world of educational research is currently laid out and allowed me to create a scaffold of understanding into which new ideas could be categorized and linked in a meaningful way rather than just added to the top of an ever-growing pile of information.

Mulligan, Kristi
Easley, M. (2017). Personalized learning environments and effective school library            programs. Knowledge Quest.  Retrieved from     =d1d3c80a-4ad0-4e4a-99f9-9f99a20a9f6e%40sessionmgr101&vid=25&hid=125
Summary:  This article defines personalized learning.  Furthermore it explains the benefits that a student reaps through instruction that focuses on personalized learning and growth.  The article goes on to enumerate the ways in which school librarians hold a position that can be uniquely tailored to support personalized learning.  Emphasis is given to the need for choice and voice when developing personalized learning units.  The article tasks school librarians with preparing a collection, both physical and virtual, which will support student effort.  It also discusses the requirements of the physical space of the library in this educational context.
Evaluation:  I see today’s schools and school libraries as institutions that should support individualized learning.  This article speaks to that belief.  In addition to supporting that belief, the article provides reliable suggestions for librarians who are moving in the direction of support for personalized learning.

Education and the Mediated Subject

Mary Fobbs-Guillory


Saul, R. (2016). Education and the mediated subject: What today’s teachers need most from researchers of youth and media. Journal of Children and Media, 10(2). Pp.156-163

Roger Saul discusses how the education system that is still in place in most schools around or country is operating on old understandings of how children work and what they need from schools. He says that researchers can help bridge the divide of where were are now to where we should be by helping educators see the untapped potential of their students and the valuable skills they can contribute to their education. He states that there has been a “mass imposition and perpetuation of a constructed reality…embedded in power relations that have operated to deny in young people a range of options for self-understanding and expression that they might otherwise be entitled to” p.158. Teachers may not even realize they are marginalizing students because they are also being robbed of their agency.

This article echoed a lot of sentiments that I’ve been learning about in my Young Adults library class and that I have felt as an educator. Students can be very bored with the low level work they are often assigned. They need more of a challenge and they are more committed to that challenge when they have input and autonomy. There are a lot of studies that show the value and importance of inquiry and constructed knowledge, yet it is still not the norm in most schools. I sincerely hope that changes.

From Behaviorist to Constructivist Teaching.

Alpers, Jessica

ET-Educational Theory and Practice

Scheurman, G. (1998). From Behaviorist to Constructivist Teaching. Social Education, 62(1), 6-9.

Summary: Scheurman begins this article by explaining that in a given subject, when the constructivist view is applied deep understand of the topic develops and rigorously defensible beliefs about important disciplinary issues are developed. This is enhanced because student view the problems from different perspectives, and come to develop their own views. This is where knowledge is constructed. Teachers are able to be both transmitters and managers of knowledge. Transmitting occurs when a lecture is given, textbooks are read, and then that knowledge is used in an activity. Managing might looks more like “chunking” information, and helping students to build connections and their own thinking processes. Scheurman further describes the teachers as facilitators or collaborators. This means monitoring the “classroom learning and participate actively with students in its evolution.” Ending with some connections and concerns, one being how the movement to constructivism abandons the traditional instruction and assessment models. It is a challenge that would need to be overcome.

Evaluation: This is a good article that describes different ways teachers can teach. For those wishing to be more involved in their classrooms, and less lecture driving this article gives a good explanation of how to begin. This article is primarily directed at social studies classes, but it can be applied to any number of subjects.

Cultivating your inner leader

Aubree Burkholder

Brautigam, F. October 2016. Cultivating Your Inner Leader. Retrieved from
This article points out the fact that most librarians are too busy with their day to day activities to focus on developing supervisory, management, or leadership knowledge and skills. The author lists different blogs and websites that are great resources to help librarians garner their leadership and managerial skills.

I enjoyed this article because it reminds busy librarians to take time out of their days to work on bettering themselves so that they may better serve their communities. 


Frey, Jennifer


Smith, M. I., Schiano, A., & Lattanzio, E. (2014). Beyond the Classroom. Knowledge Quest, 42(3), 20-29. Retrieved from
                 This article talks about librarians being a driving force in education. It brings up the common core standards and how they have changed the role of the librarian. This article also explains lexile framework for reading. It gives a background on lexile and describes how it is used by educators and librarians to help pair up students with the proper reading materials and increase their readiness for college and careers.

I enjoyed this article because the lexile score was something I was curious about anyway. I liked how it listed both the lexile codes and scores. I think this article could be helpful to future educators/librarians who wanted to know more about the lexile framework.  

Digital Projectors for Interactive Teaching

I finally found an article interesting enough to post here on the classroom blog.

Kids around a table using an interactive projector.

Nelson, K. (2016). 10 game-changing ways to use an interactive classroom projector. Retrieved from
This article describes modern technologies, like digital projectors, used for interactive teaching, turning any surface into a whiteboard which then detects fingers or a special pen so it moves like the touchscreen on a tablet or smartphone. Think of the possibilities in that. Maps, history, geography, all able to be interacted with and change how classrooms work.

Neuromyths and Why They Persist in the Classroom

Neuromyths and Why They Persist in the Classroom
Binh Tran
Buch, Prateek. “Neuromyths and Why They Persist in the Classroom.” Sense About Science. N.p., 7 Jan. 2014. Web. 21 July 2016. .
The article discusses the many popular myths regarding neurology and how the relate to education. Popular conceptions such as Gardner’s Multiple Intelligences Theory and also the left-right brain paradigm are rooted not in verifiable empirical evidence, but rather in spurious pseudoscience. Studies of the human brain through the use of neuroimaging technology reveals no truth to the idea that different sections of the human brain play a role in intelligence. Further studies suggest that different formats of learning: visual, auditory or kinesthetic, have no discernable difference on student performance or brain function. The author goes on to discuss major reasons why such myths continue to shape education even after decades of evidence have already disproven such claims. Often teachers and even academic researchers are poorly educated on matters of neuroscience and rely on word-of-mouth to get their information. This in turn leads to the creation of poorly thought out and outright incorrect theories on education being developed.

Buch’s article is very well written and informative, if harsh on this issue of neuromyths. The paper is well organized, and includes links to more in-depth studies on the matter. Much of the article’s claims seem inherently skeptical, if not outright hostile towards what has become a major foundation of educational theory. Also, more of the material deals not so much with educational theory so much as the ethics of using such neuromyths to shape educational theory itself. I find that while the article is extremely informative on a subject that I believe to be of great importance to the field of education, it also frustratingly presents a problem with no apparent solution.