1:1 Initiative for Individualized Learning

Mulligan, Kristi.


Aitken, T. (2017). 1:1 initiative for individualized learning. Teacher Librarian, 44. Retrieved from http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid =d1d3c80a-4ad0-4e4a-99f9-9f99a20a9f6e%40sessionmgr101&vid=33&hid=125

Summary: This article describes the role of the library as Future Ready Librarians. It focuses on the Future Ready Librarians’ Framework and the library’s role in Personalized Student Learning. The article relates the specific works of the librarian to the elements therein. The message is the librarian can and should be instrumental in the integration of technology that is part of a 1:1 initiative that supports individualized student learning.

Evaluation: The Future Ready Librarians Framework provides a context in which librarians can see the relevance of their work in the academic world of 1:1. This framework also serves as a means by which librarians can communicate their role to others in the educational fields.

Choosing Web 2.0 Tools for Instruction

Gupta, S. (2014). Choosing Web 2.0 Tools for Instruction: An Extension of Task-Technology Fit. International Journal of Information and Communication Technology Education10(2), 25–35.

In this article, the author explores how the Web 2.0 tools such as blogs, wikis, and discussion boards have become common practice in K-12 education, but how there are not really clear guidelines as to when the use of Web 2.0 tools is appropriate or how to select them. The author proposes a model based on “Task-Technology Fit” theory. 

The author tackles the problem of balancing process instruction with content instruction when using Web 2.0 tools. “Underfit” is the term used to describe scenarios in which the technology tool doesn’t adequately allow students to explore/express content, while “overfit” is used to describe scenarios in which the technology tool is so complex to learn that content instruction is sacrificed. 
Task-Technology Fit is optimal when pedagogical tasks are complemented by a technology’s characteristics, and result in positive impact in performance

Don’t Forget Your Emergency Plan

Aubree Burkholder
Epstein, S. (2016, October). Don’t Forget Your Emergency Plan. Retrieved from http://publiclibrariesonline.org/2016/10/dont-forget-your-emergency-plan/
This article enforces the need for all libraries, and personal homes for that matter, to have an up to date and accurate emergency plan. It goes on to outline the basic key steps to creating an emergency plan and the necessity to update information such as staff contact and emergency information at least annually.

I enjoyed this article because I feel that it serves as a great reminder to library staff to ensure that an emergency plan is in place and updated on a regular basis. I feel that having or not having an updated emergency plan could very well be the difference between tragedy and triumph in an emergency situation. 

Independent School Librarians and Common Core: What Are We Doing?

Brandt, Alisa

MacLean, C. D. (2013, December 25). Independent school librarians and Common
    Core: What are we doing? [Blog post]. Retrieved from Independent Ideas
    website: http://aislnews.org/?p=841

CO-Collaboration Strategies
CO-School Organization
IL-Communication of Products

I have had over 15 years of experience working in independent school libraries and now eight MLIS courses under my belt. I have noticed a serious lack of scholarly library research materials directed entirely at independent school libraries so my goal is to find materials that will support this underrepresented population.
Most independent schools do not rely on government funding and thus do not have to implement programs such as Common Core. The idea is that the curriculum will have already included those standards and content and more. So, it follows that independent school libraries will have other standards and goals to help the school accomplish their mission.
This article from the Association of Independent School Librarian’s blog Independent Ideas is about how independent school librarians addressed the emergence of Common Core Standards in their libraries. As will most standards and guidelines, independent school librarians tend to study up on the newest state and national standards and look for ways to integrate the best of what would apply to their schools. C. D. MacLean offered her library’s solution of using the AASL CCSS Crosswalk in combination with their school’s own standards to create a document that will help compare their alignment with the state standards. This would allow the librarians to focus on areas that will meet their school standards while including the state standards.
There are also some suggestions of useful LibGuides and an iPad app that will help Language Arts teachers integrate technology into the classroom.
Evaluation: Seeing examples of how independent school librarians are working with state standards helps me understand how I can apply them to my own library. The links and the app suggestion are also very helpful.

The information-seeking behavior of grade-three elementary school

Kari Nelson
Nesset, V. (2009). The informationseeking behavior of gradethree elementary school students. Proceedings of the American Society for Information Science and Technology, 46(1), 1-3.
Nesset discuss the importance of introducing and experiencing print and electronic sources from a young age. From this study, information seeking in the elementary school is represented in a three phase model: preparing, searching and using.  The preparing stage being the direct instruction of needed vocabulary and steps to complete the process.  The searching stage being the physical action of searching and the using stage is applying what the students learned.  Information seekers in elementary schools need exposure to the three phases early so they can build upon them in upper grades.


I liked how this article shows that young students are ready to be educated in information seeking. As an educator, I see that children such as kindergarten and 1st grade don’t complete research because it is “too difficult”. This article shows that we are in a time where they have been prepared for technology and just need the opportunity to have experience with it.

The power of high quality school library programs

Kari Nelson
Farquharson, M. (2009). The power of high quality school library programs. Teacher Librarian, 36(5), 85-86. Retrieved from http://search.ebscohost.com/login.aspx?direct =true&db=lih&AN=41688122&site=ehost-live
Farquharson discusses the importance of a library media specialist in bringing about a high quality library program that meets the information needs of students.  With the emerging technologies of today, student information seeking needs are changing and library media specialists need to focus on instructing students in how to read and obtain information from an online source.  In meeting the needs of teachers, a library media specialist needs to provide collaboration opportunities and provide resources that will enable such collaborations to be successful.  By improving communication of knowledge obtained, students are able to become more than information seekers, they can become information producers as well.
I really enjoyed this article. It helped me to see the importance of collaboration in order to find success in a school library.

4 Powerful BYOD Apps For The Disconnected Classroom

Keith, E.K.

IL-Communication of Products

KtBkr4. (2013). Tools. Retrieved from Edudemic: http://www.edudemic.com/byod-apps-classroom/

An interesting statistic is referenced in this article. According to Pew Research from May 2013, 95% of teens are connecting to the Internet, mostly by cell phone. So, the author encourages teachers to take advantage of this statistic by using free apps to connect the student to the classroom.

These free apps include: 

  • Edmodo
  • Curriculet
  • ClassDojo
  • Khan Academy. 

It is important for teacher librarians to develop a curiosity about what kinds of free tools are available that may have interesting new applications for students. It is clear that using new tools has the potential to yield new results for students.

Keith, E.K.

CO – Collaboration
CO – Collaboration Tools
IL – Communication of Products
online learning

The Must-Have Tools for Online Learning


Davidson, P. (2014, January 8). The must-have tools for online learners. Retrieved from Edudemic: http://www.edudemic.com/tools-for-online-learners/
More collaboration tools! This is a list of tools that the author believes are essential for online learning. Although Blogger is one of the items mentioned, this list seems to assume that everyone already knows about the Google options, and offers ideas outside of that box. The list headings are generic, and the author offers specific details in the text. The applications mentioned in the article are all free to use. They include: Blogger, KidBlog, UberConference, Facebook, Evernote, and Edmodo.
Here are the must-have tools for online learners:
* Webcam
* Headset
* Blog
* Conference Program
* Social Media
* Software to use for note-taking
* Educational Software for online learning
Because this is a very good-looking blog, the fact-checker in me always goes to the source. So, I went to each of these sites to check them out. There were a couple that really got my attention. UberConference holds really interesting possibilities for collaboration, and I wonder if anyone in our class has any experience using it. Evernote also got my attention, and while I was there I also learned about Skitch. If you like to annotate pictures, check out Skitch. It is also free.
This list is helping me grow my understanding of the number of FREE tools that are out there to aid in online collaboration and online learning. It is also making it clear how quickly things change in the online world!


Library Website Redesign Process

Jack, Gordon
Becker, D., & Yannotta, L. (2013). Modeling a Library Website Redesign Process: Developing a User-Centered Website Through Usability Testing. Information Technology & Libraries, 32(1), 6-22.  Retrieved from: http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofm&AN=89093592&site=ehost-live
Most library users begin their information search using search engines rather than library websites.  In an attempt to drive more users to their Hunter College Library site, Becker and Yannotta redesigned their website with the following goals in mind:  
  1. Users should be able to locate high-level information within three clicks
  2. Eliminate library jargon from navigational system using concise language
  3. Improve readability of site
  4. Design a visually appealing site
  5. Create a site that was easily changeable and expandable
  6. Market the libraries services and resources through the site

The authors describe their redesign process and place emphasis on the importance of small, iterative user focus groups to provide feedback.  In the study, the authors observed users “thinking aloud” as they performed the following tasks on their site:
  1. Find a book using online library catalog
  2. Find library hours
  3. Get help from a librarian using QuestionPoint
  4. Find a journal article
  5. Find a reference article
  6. Find journals by title
  7. Find circulation policies
  8. Find books on reserve
  9. Find magazines by title
  10. Find the library staff contact information
  11. Find contact information for the branch libraries

By following user feedback, the authors were able to redesign the library website to increase users ability to successfully complete all areas listed above.
I found this article helpful in describing a process for library website redesign.  As we try to make our sites adhere to the Virtual Learning Commons template, it is important to beta test these changes with our users to ensure they help them find the information they need.  Simplicity, both in language and in design, seems critical here.  Excessive graphics, while visually appealing, may slow down page download times.  Library terminology (e.g. “LibGuides” instead of “Research Guides”) also seem to make it harder for users to find information quickly and easily. 

The Modern Teacher Librarian

Greene, Shannon


Valenzia, J. (2010). Manifesto for the 21st century teacher librarians. Teacher Librarian – The Journal for School Library Professionals. Retrieved from http://www.teacherlibrarian.com/2011/05/01/manifesto-for-21st-century-teacher-librarians/

An exhaustive list of what librarians should and should not be doing to be leaders of 21st century school libraries. The manifesto details different 21st century applications and considerations in “reading; the information landscape; communication and publishing and storytelling; collection development; facilities; access, equity, and advocacy; audience and collaboration; copyright and information ethics; technology tools; professional development and professionalism; teaching, learning and reference; and explores into the future (while acknowledging the best of the past)”. Also noteworthy is her list of things a librarian should ‘unlearn’, especially her thoughts on libraries traditional focus on being quiet and tidy. An inspiring list that shows the author’s commitment to constant professional development. Her criteria also demonstrates her ongoing exploration of the role of the teacher librarian and how we can advocate for the rights of students to access to technology and tools.

I believe this list could be a useful tool for a teacher librarian to check themselves against periodically. It is both overwhelming (so much to do!) and affirming (so much I’m already doing!) at the same time. This manifesto is useful not only for setting personal goals but also could be helpful in creating professional portfolios and substantiating discussions for technology decisions with administration.