School Libraries, Librarians, and Project-Based Learning

DeMonte, Jennifer

ET-Project-based Learning

Foote, C. (2017). School libraries, librarians, and project-based learning. Internet@Schools, 24(1), 12-13. Retrieved from http://web.a.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?vid=10&sid=da5e9fab-57dc-47e6-a316-e7c6ba1be109%40sessionmgr4008

Summary: This article details necessary qualities in both physical and online spaces for successful project-based learning to occur. The focus is on the role of the library and the librarian in supporting students throughout the process.

Great ideas to help librarians re-envision their use of physical and online spaces to help students during the inquiry process and to support collaboration between students and deep engagement with problem-solving.

 

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Technology Changing the Library

Hubert, Jacquelyn

Z

Meredith, T.R. (2015). Using Augmented Reality Tools to Enhance Children’s Library Services. Technology, Knowledge and Learning, 20(1), 71-77. Retrieved May 13, 2018 from https://www.learntechlib.org/p/161111/.

“The potential uses of augmented reality (AR) as a supportive tool provides a promising system for browsing and locating information that lets a user navigate within both “reality” and the digital world, which is a natural fit for libraries of today. Mapping, way finding, reader’s advisory resources such as book trailers, links to additional digital content not visible in the physical library space—all of these are possible using augmented reality combined with mobile devices.” (Meredith 2015)

Library instruction will soon be available digitally, providing learners an introduction to library use, and quickly transitioning them to independent library users. Advanced technology may also improve library book browsing experience especially for young students. They may access books by using “interior positioning systems that allow mobile devices with wifi enabled to triangulate positions within a building using wireless local area networks to navigate the stacks.” Cool stuff.

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.

Mindfulness in the Library

Goodman, Jana

CA


Moniz,R. & Eshleman,J. (2016) The Mindful Librarian: Connecting the Practice of Mindfulness to Librarianship. New York: Chandos Publishing.

Summary:
This book is an excellent discussion and explanation of the importance of including Mindfulness practices in the library.  Mindfulness is not only for patrons but also for the Library Professional.  As librarians are advocates for their clients, and often on the forefront of controversial issues, along with facing numerous threats to their budgets, Mindfulness can play a key role in stress reduction.  Along with stress reduction comes greater perspective and clarity about priorities.  Also many of these techniques explained in the book are useful for relationships with co-workers and patrons.


Evaluation:
I am currently using Mindfulness in my library with each of my classes and it takes just one minute to incorporate.  I see and physically experience more productive students.  The students are settled and present and ready to work in their brief library time and I centered and ready to focus on only this one class, on what we are doing.  I find my interactions with students to be more rewarding and meaningful.  I feel less frazzled and more successful.  I highly recommend it!