More than a year has gone by since my last entry. And, what a year! I was able to attend the Network for Public Education (NPE) conference in Raleigh this year and had a wonderful lunch with Mercedes Schneider and Diane Ravitch, both of whom just sat at my table. Imagine my surprise and honor at having two internationally known educators eating lunch with me and sharing their takes on the latest developments in public education.
Diane had to leave the table a little early to introduce our speakers, the Rev. Dr. William Barber and Dr. Phil Lanoue. Their talks are available from SchoolHouse Live. With the passing of HB2, the NPE felt it especially important to come to Raleigh to stand with those who support rights of all people. What a conference it was! I'd love to attend again but it will be doubtful since it will probably be somewhere too far away.
Listening to people who not only support but further public education and hearing about all the tough roads around the country really gave me a good perspective on what we have in NC. It was also frightening to hear about things that are happening to public educators in other parts of America. The conference re-energized and renewed my commitment to my students and to my community. If you haven't join NPE, you can do so by clicking on here. If you don't follow Diane and Mercedes blogs, you should. I had heard several years ago about Diane and was told it was a must follow. I don't remember who told me that but he/she was absolutely correct. We can only help ourselves by helping each other!
Another great organization that I learned about at NPE was BAT - Bad Ass Teachers. Check it out, what you find may save your own, well, you know.
Tuesday, November 29, 2016
Wednesday, September 23, 2015
Wow! What a year...
Hardly seems possible that it's been almost a year since my last entry. To quote, Anna Nalick, "Time is like a hourglass glued to the table," no matter how hard you try, you just can't get it to stop, slow down, or reverse.
I'm feeling very overwhelmed by the amount of information, the apps, programs, opportunities, and other goodies that are available to educators to make life "simpler". I really don't think that's possible. Is there really a simpler way? A way that is less time-consuming that building relationships with our students?
The curse and the blessing of most educators is that we care about our students, about our community, and about the successful implementation of educationally sound practices. How do we balance our lives? I'm at a standstill, right now. So much to do, so little time...and the time slips away faster everyday.
I'm feeling very overwhelmed by the amount of information, the apps, programs, opportunities, and other goodies that are available to educators to make life "simpler". I really don't think that's possible. Is there really a simpler way? A way that is less time-consuming that building relationships with our students?
The curse and the blessing of most educators is that we care about our students, about our community, and about the successful implementation of educationally sound practices. How do we balance our lives? I'm at a standstill, right now. So much to do, so little time...and the time slips away faster everyday.
Thursday, October 9, 2014
Grades, Scales, and Percentages, oh my!
Well, North Carolina has finally decided to go the 10-point grading scale for high school students. I'm of two minds here...(if not 10). Since most of the world is on the 10-point scale, I think it helps to coordinate our efforts with students but, I worry that it's also "dumb-ing it down". After all, in our last round of "new" tests the state lowered the "pass/fail" to allow for more students to pass, and still only 56.3% (from the Raleigh News & Observer) passed the test. Celebrations are being held everywhere but what about the other 43.7%? Are we truly happy that we've lowered the standard and now a little over half our students can perform on the tests?
I guess if students are just numbers, then we've got 1/2 of our numbers in order. I've been concerned for a while now about the over emphasis of standardized testing and the pressure that it puts on the student, the parent, and the teacher. I know how to fill in a bubble, how to locate an answer to something that's in the "Knowledge" or "Comprehension" parts of Blooms Taxonomy, I can eliminate answers, and yes, even guess. Now, I have the test taking skills that I lacked as a student of the NC public school system and somehow, I survived, was nurtured, and flourished as a student. I learned from my teachers and from my mistakes (sometimes, that I was allowed to make).
Tom Campbell, a former NC State Treasurer and host of NCSpin, on Time Warner Cable (www.NCSpin.com) said all that I have been thinking for a number of years. We, as educators, will jump on any new bandwagon that we think may have merit for educating youngsters. But, the policy makers too often "drop the ball" on the program or continually change it so often that we can't ever get a "baseline" of just what our students have learned or know. His article**, which appeared on September 15 in the Gaston Gazette made me realize that I was not alone in my thoughts. I think of education as a pendulum that swings from side to side; every so often something will fly off the end (like Senate Bill 2 or ABCs, etc.) only to come back in the pendulum swing some years later as something else, with slight changes - then that gets dumped and the cycle renews.
According to Mr. Campbell, and I have little reason to doubt his findings, one of the End of Course tests required that students answer only 25% of the questions correctly to "pass". My father, an educator and administrator for over 30 years said to me: "Then next year, why don't we just ask those questions that the students got right, then we can have phenomenal growth!" I think he may have something here...
As teachers under attack and in a profession that is seeing less and less but is expected to produce more and more, I think we have performed exceptionally well. We're asked to do the impossible with nothing and no support and we've mostly met the challenge. At 54%, we're well over half.
But what does it all mean? Would you want a doctor who had only passed 25% of his classes and tests? Would you want a lawyer who had done the same? Probably not, so how can we be happy and celebrate success where there is no reason to celebrate.
It's time to come up with some real evaluation techniques for students, teachers, and parents (a child can not truly be educated without the parents and teachers). With the Common Core and Essential Standards, teachers are encouraged to use exploratory learning and allow students to construct their own knowledge. You can not "test" knowledge construction. There are certainly ways to test students abilities and know-how but teaching this way is not going to have a tremendous effect on the current years scores. Over several years, as students are encouraged and helped to learn to see things through critical thinking, a test is a natural outcome.
Kevin Costner's character in Field of Dreams, was advised, "Build it and they will come." I think
education is in the same situation. We have to build it before we can measure it; we have to support it before we can test it; we have to have educators making decisions with parents and policy makers and students. We can build it, and they will come but, critical thinking and knowledge construction is not an overnight learned skill.
I guess if students are just numbers, then we've got 1/2 of our numbers in order. I've been concerned for a while now about the over emphasis of standardized testing and the pressure that it puts on the student, the parent, and the teacher. I know how to fill in a bubble, how to locate an answer to something that's in the "Knowledge" or "Comprehension" parts of Blooms Taxonomy, I can eliminate answers, and yes, even guess. Now, I have the test taking skills that I lacked as a student of the NC public school system and somehow, I survived, was nurtured, and flourished as a student. I learned from my teachers and from my mistakes (sometimes, that I was allowed to make).
Tom Campbell, a former NC State Treasurer and host of NCSpin, on Time Warner Cable (www.NCSpin.com) said all that I have been thinking for a number of years. We, as educators, will jump on any new bandwagon that we think may have merit for educating youngsters. But, the policy makers too often "drop the ball" on the program or continually change it so often that we can't ever get a "baseline" of just what our students have learned or know. His article**, which appeared on September 15 in the Gaston Gazette made me realize that I was not alone in my thoughts. I think of education as a pendulum that swings from side to side; every so often something will fly off the end (like Senate Bill 2 or ABCs, etc.) only to come back in the pendulum swing some years later as something else, with slight changes - then that gets dumped and the cycle renews.
According to Mr. Campbell, and I have little reason to doubt his findings, one of the End of Course tests required that students answer only 25% of the questions correctly to "pass". My father, an educator and administrator for over 30 years said to me: "Then next year, why don't we just ask those questions that the students got right, then we can have phenomenal growth!" I think he may have something here...
As teachers under attack and in a profession that is seeing less and less but is expected to produce more and more, I think we have performed exceptionally well. We're asked to do the impossible with nothing and no support and we've mostly met the challenge. At 54%, we're well over half.
But what does it all mean? Would you want a doctor who had only passed 25% of his classes and tests? Would you want a lawyer who had done the same? Probably not, so how can we be happy and celebrate success where there is no reason to celebrate.
It's time to come up with some real evaluation techniques for students, teachers, and parents (a child can not truly be educated without the parents and teachers). With the Common Core and Essential Standards, teachers are encouraged to use exploratory learning and allow students to construct their own knowledge. You can not "test" knowledge construction. There are certainly ways to test students abilities and know-how but teaching this way is not going to have a tremendous effect on the current years scores. Over several years, as students are encouraged and helped to learn to see things through critical thinking, a test is a natural outcome.
Kevin Costner's character in Field of Dreams, was advised, "Build it and they will come." I think
education is in the same situation. We have to build it before we can measure it; we have to support it before we can test it; we have to have educators making decisions with parents and policy makers and students. We can build it, and they will come but, critical thinking and knowledge construction is not an overnight learned skill.
Thursday, September 4, 2014
Started again, already
As usual, we've started the school year off with a bang. I'd love to say that everyone was enthusiastic about the beginning but I know that I would be mistaken. Even as bleak as the situation seems right now, I remain an ardent supporter of public education and believe that it is the worlds greatest equalizer. Each year, I look back at what I have accomplished, or not accomplished, over the preceding 12 months. I find, usually, that I have not met my own expectations, even if I have met the expectations of others for me.
I have to wonder, if just sometimes, I'm a little hard on myself. In my accomplishments, I achieved a great deal; in my mind, however, not so much. As teachers we are taught to reflect and to redirect and be flexible in our thinking and teaching. I believe that flexibility is only way to remain positive. If you are willing to try, willing to take the chance, you may find wonderful!
When you need it most, someone or something makes you remember why you work so hard, why you care so much, why, in the end, it's all worth it. To the many people who have made my day and reminded me why I DO love my job, I DO want to help students learn, I AM committed to public education, and why I sometimes cry, tears of joy, sorrow, frustration, elation I want to thank you, and I mean REALLY THANK YOU! You never know how soon, it will be too late to do something nice for someone. It's so true.
Now, I challenge all of you who read my blog (yeah, I know, all two of you) to Pay it Forward. And, I don't mean this in a cliched way, do something nice, something small for someone else tomorrow. Not only will they feel better, but so will you.
I have to wonder, if just sometimes, I'm a little hard on myself. In my accomplishments, I achieved a great deal; in my mind, however, not so much. As teachers we are taught to reflect and to redirect and be flexible in our thinking and teaching. I believe that flexibility is only way to remain positive. If you are willing to try, willing to take the chance, you may find wonderful!
When you need it most, someone or something makes you remember why you work so hard, why you care so much, why, in the end, it's all worth it. To the many people who have made my day and reminded me why I DO love my job, I DO want to help students learn, I AM committed to public education, and why I sometimes cry, tears of joy, sorrow, frustration, elation I want to thank you, and I mean REALLY THANK YOU! You never know how soon, it will be too late to do something nice for someone. It's so true.
Now, I challenge all of you who read my blog (yeah, I know, all two of you) to Pay it Forward. And, I don't mean this in a cliched way, do something nice, something small for someone else tomorrow. Not only will they feel better, but so will you.
Tuesday, July 22, 2014
More Professional Development That Counts
I really like the Pinnacle sessions that have been offered this summer. I like the smaller group dynamic and the more "personal" feel of the training. Unfortunately, I missed some of the training and I know that I missed a lot.
This morning, I learned about app smashing, a new term that I didn't know until today. I knew about apps, I knew about the different uses and how to take "this" from "that" to make "this other thing", I just didn't know what it was called. I learned about SAMR (add to TPACK to enhance education) and how to use apps to create lessons that take the student above and beyond the simple steps of Bloom's Taxonomy and SAMR. I feel overwhelmed by the amount of information that out there and the app possibilities (there are SO many that are free, especially for Education). It's time, to turn a phrase, to find a few good apps that work well together to help students get to the level of learning that must be experienced.
Working with some of the free apps, there are limitations but most will do just about anything that's needed, particularly when you use one app to create something for another. Apps that I will see in my lessons next year include Lucid Chart, Pixlr Express, Powtoon, and BookTrack. There are any numbers of other apps on the iDevices but my school has few of these devices. BookTrack is a great way for students to narrate and sound-track their own writing. I think this will work well with Book Reviews for my Educational Media Students.
In the afternoon, I learned more about the adult learner through andragogy, as opposed to pedagogy. As a Pinnacle Leader (Tech Trainer for the LEA), I expect to teach adults differently. It's an interesting subject to discuss. Even though you may teach students (children and adults) very differently, learning doesn't seem to be so different. The advantage and disadvantage of teaching either group lies in experience or the lack thereof. I don't see that my high school learners are so different from adult learners (at least at the upper classes) but I can see how different younger students would be. The younger the student the less likely there is experiential learning, background knowledge, and other "baggage" to contend with during a learning session.
I believe it's important to consider "training" a learning session rather than "training". If in the first five minutes, (thanks to Lisa Montgomery) you haven't told me what I am doing "here" or why I should "care", I'm lost. Afterall, I do have ADH...oh look, a chicken! The older the student the more difficult it seems to "captivate" them. One important thing to remember is that adult learners come with their own preferences and experiences and they are all valid. I hope to differiate in my learning sessions by providing several "choices" for my learners - and myself.
Thanks to Teresa Thomassen, Debbie Ray, and Lisa Montgomery for real professional development that matters.
This morning, I learned about app smashing, a new term that I didn't know until today. I knew about apps, I knew about the different uses and how to take "this" from "that" to make "this other thing", I just didn't know what it was called. I learned about SAMR (add to TPACK to enhance education) and how to use apps to create lessons that take the student above and beyond the simple steps of Bloom's Taxonomy and SAMR. I feel overwhelmed by the amount of information that out there and the app possibilities (there are SO many that are free, especially for Education). It's time, to turn a phrase, to find a few good apps that work well together to help students get to the level of learning that must be experienced.
Working with some of the free apps, there are limitations but most will do just about anything that's needed, particularly when you use one app to create something for another. Apps that I will see in my lessons next year include Lucid Chart, Pixlr Express, Powtoon, and BookTrack. There are any numbers of other apps on the iDevices but my school has few of these devices. BookTrack is a great way for students to narrate and sound-track their own writing. I think this will work well with Book Reviews for my Educational Media Students.
In the afternoon, I learned more about the adult learner through andragogy, as opposed to pedagogy. As a Pinnacle Leader (Tech Trainer for the LEA), I expect to teach adults differently. It's an interesting subject to discuss. Even though you may teach students (children and adults) very differently, learning doesn't seem to be so different. The advantage and disadvantage of teaching either group lies in experience or the lack thereof. I don't see that my high school learners are so different from adult learners (at least at the upper classes) but I can see how different younger students would be. The younger the student the less likely there is experiential learning, background knowledge, and other "baggage" to contend with during a learning session.
I believe it's important to consider "training" a learning session rather than "training". If in the first five minutes, (thanks to Lisa Montgomery) you haven't told me what I am doing "here" or why I should "care", I'm lost. Afterall, I do have ADH...oh look, a chicken! The older the student the more difficult it seems to "captivate" them. One important thing to remember is that adult learners come with their own preferences and experiences and they are all valid. I hope to differiate in my learning sessions by providing several "choices" for my learners - and myself.
Thanks to Teresa Thomassen, Debbie Ray, and Lisa Montgomery for real professional development that matters.
Thursday, July 17, 2014
Have to thank the ginger librarian for the great shout out from a book repair session that I facilitated. Check out her blog...
http://thegingerlibrarian.blogspot.com/2014/07/book-repair-101.html
http://thegingerlibrarian.blogspot.com/2014/07/book-repair-101.html
Monday, August 5, 2013
Professional Development that counts
I just finished a two week workshop on Digital Literacy being offered by the Arts and Science Council in Charlotte, NC. Wow what a wonderful experience. It was a small class and that meant that we had time to converse and get to know each other better. We also had plenty of time to learn A LOT of new technology. There are so many creative people. The CMS network issues aside, we had a great time and it was well worth my time. Anyone can search the Lesson Plan database (you may have to create a user name and be approved) and find the lesson unit that I completed on Copyright, Plagiarism and Ethical Behavior with Intellectual Property. Kudos to our coordinator, Crystal Lail, she was the best!
Now, I'm sitting the PLN session of our Pinnacle Leaders Conference in Gaston County. We've already gotten our monies worth...and there are two sessions left, plus lunch. Gotta move on...
Now, I'm sitting the PLN session of our Pinnacle Leaders Conference in Gaston County. We've already gotten our monies worth...and there are two sessions left, plus lunch. Gotta move on...
Thursday, July 18, 2013
I am often overwhelmed by the awesomeness that is the School Librarian Media Coordinator PLC in Gaston County, North Carolina. Having spent two days with these wonderful ladies (and our director, Grant - Media Ladies, and Grant), I am so proud to be a part of this group. Truly we are leaders in the school and our media centers (learning commons) are the hubs of the learning communities in which we teach. What a great use of two days was our Summer Institute!
Tuesday, April 23, 2013
I am totally amazed by the amount of information that is out in the cloud that proves the worth of school librarians (and any librarian, really). We are uniquely suited to the task of inquiry learning. Think about the reference interview. We are often leading students in the devBelopment of a thesis statement. We are trained to hone topics to be specific without being too specific. We are trained how to train others to be digital consumers and good digital citizens. Wherever the statement "Librarian: the original search engine" came from, it came from someone who understood that sometimes that personal contact is far more important than the information sought.
As I work toward making my physical and online presence more learner and inquiry friendly, I am awash with ways and how-tos. It's difficult to know where to start but perhaps, my friend, Jennifer LaGarde., has the answer. She has blogged her ideas for how to most effectively get our know-how out into the public view. (See her blogpost at http://www.librarygirl.net/
Time...if only there were more of it. I'm sitting now at the gate at my high school for a soccer game. What am I doing work, one might ask. Well, a teacher's job (and that's what all school librarians are first and foremost), can not be done within the confines of the contracted 7 hour day. I know many business people who guffaw at what they call a "do-nothing" job but they haven't been in the trenches. I've been in their trench before, having worked over 10 years in the corporate world. And, while it's no "walk in the park" in the business world either, it doesn't really hold a candle to what happens to teachers everyday. A lot of people give me the "well you get the summer's off" defense. But for the best teachers, even that isn't true. In two days, just this week, I've worked 20 hours and will work at least 9 on Thursday. That's 44 hours for the week, if I work just the contracted time and meetings already in place. This is a slow and short week for me. Add grading, inputting grades, lesson planning and suddenly you have a 50-60 work week (of which, I get paid only for 40 hours). It's not that I'm complaining, it's that I want people to understand, teaching is a calling, it's not a profession, it's something you do because you are passionate about children and the future. It certainly isn't for the money (with my degrees in the corporate world, I would probably be making at least twice as much), it isn't for the great hours, and it certainly isn't for the parents of students who never do anything wrong in the parents eyes. It's because we care, we want to make a better future and understand that our students can only succeed with quality education.
Try this on for size...How about we ask the teachers about teaching and leave the politics to those professionals who desire political power?
As I work toward making my physical and online presence more learner and inquiry friendly, I am awash with ways and how-tos. It's difficult to know where to start but perhaps, my friend, Jennifer LaGarde., has the answer. She has blogged her ideas for how to most effectively get our know-how out into the public view. (See her blogpost at http://www.librarygirl.net/
Time...if only there were more of it. I'm sitting now at the gate at my high school for a soccer game. What am I doing work, one might ask. Well, a teacher's job (and that's what all school librarians are first and foremost), can not be done within the confines of the contracted 7 hour day. I know many business people who guffaw at what they call a "do-nothing" job but they haven't been in the trenches. I've been in their trench before, having worked over 10 years in the corporate world. And, while it's no "walk in the park" in the business world either, it doesn't really hold a candle to what happens to teachers everyday. A lot of people give me the "well you get the summer's off" defense. But for the best teachers, even that isn't true. In two days, just this week, I've worked 20 hours and will work at least 9 on Thursday. That's 44 hours for the week, if I work just the contracted time and meetings already in place. This is a slow and short week for me. Add grading, inputting grades, lesson planning and suddenly you have a 50-60 work week (of which, I get paid only for 40 hours). It's not that I'm complaining, it's that I want people to understand, teaching is a calling, it's not a profession, it's something you do because you are passionate about children and the future. It certainly isn't for the money (with my degrees in the corporate world, I would probably be making at least twice as much), it isn't for the great hours, and it certainly isn't for the parents of students who never do anything wrong in the parents eyes. It's because we care, we want to make a better future and understand that our students can only succeed with quality education.
Try this on for size...How about we ask the teachers about teaching and leave the politics to those professionals who desire political power?
Thursday, February 7, 2013
I attended the 8th Annual Librarian to Librarian Networking Summit this past weekend. I was both heartened and depressed.
Heartened by my colleagues and by the amazing new things that are out there to help us help students. Gail Holmes presented some great resources for digital learning, a few a new about but I learned about more that will be beneficial to librarians across the state. She is currently an educator on loan to NC Department of Public Instruction (NCDPI). She has a great site will many resources. Her wiki is even better.
Michele Oros presented a workshop on Grant Writing that is sure to be of use to those new to grant writing. She has some awesome information that will lead writers down the green path.
Gerry Solomon and Karen Gavigan, both ladies that I highly respect and admire presented information on tools that are out there to help School Library Media Coordinators (SLMCs) collect needed data and correlate the ability of the school media program to impact student test scores.
I was able to meet also, one of my heroes (or heroines, as the case may be), Frances Bradburn. This humble but confident lady helped to bring massive change to NC schools and is one of the authors of the IMPACT model with a host of other "big" names (including Gerry Solomon) from NCDPI. Names that I saw regularly in my teacher training program and later in TIPS (a Gaston County Schools initiative to support and help new teachers, which has been copied across the state). These people were my icons for so long, it was difficult to believe that I was seeing them in person!
IMPACT, a technology first initiative that started well before educators jumped on the proverbial technology bandwagon. Again, showing the vision of the NCDPI in staying ahead of the curve in the education of tomorrow's citizens.
Depressed, you may ask? Well, it's the decline of anything relating to School Library Media Centers. The Common Core coming to NC is a great thing. It brings critical thinking back into the educational arena - something that has, in my humble opinion, been sorely lacking. Common Core changes the horizon on high stakes testing, or does it? The advent of MSLs (Measures of Student Learning) seem to merely replace the all important, oppressive EOC (End of Course test).
Common Core has critical thinking at its heart. Critical thinking, a skill that requires inquiry learning and INFORMATION. Most schools in NC have an Information Specialist in their building. Librarians have a unique skill set that comes from study and experience. Most people do not know that librarians are required to have both an NC teaching license AND an MLS (Master of Library Science). I'm not suggesting that, necessarily, librarians are "smarter" than everyone else, just that our skill set includes the ability to locate information everything from beginning readers to technical manuals for subjects that only just been introduced. We know how to teach students about proper citation and use of appropriate resources (our libraries already have "pre-selected" authoritative and grade-level appropriate resources). We have, for years, matched to books/websites to readers, researchers, teachers, administrators, and in some case even community leaders. Librarians organize book drives, fairs, literacy nights - all with the betterment of student engagement in mind. We are uniquely qualified to not only assist teachers find resources, collaborate on projects, help students with inquiries but to filter the wheat from the chaff in terms of rhetoric and real life.
As teachers, we are all being pulled in multiple directions, asked to do more with less each year. Education takes the brunt of the "hit" for falling test scores and students' inability to achieve. No mention is ever made about parent and student involvement in the educational process. As librarians, we are often asked to perform tasks that are "specialized", even if not in our area of expertise. For example, many librarians are also the technology gurus at their school, being asked to fix equipment, troubleshoot computer problems, install equipment (all things that could be done by someone less qualified in Library Science and more qualified in Technology). But we do these things selflessly because in the long run, it will affect student learning and achievement.
I don't mean to complain, just to put my thoughts in words. Librarians ARE teachers and they ARE technology gurus and they ARE information specialists. We are ARE hard workers, we want to help, we want to impact students learning about life long learning and to instill a love of reading.
It's been said, and I agree, teach a student to read and you can teach them anything. Reading IS fundamental.
Hey, just my $.02 worth...
Heartened by my colleagues and by the amazing new things that are out there to help us help students. Gail Holmes presented some great resources for digital learning, a few a new about but I learned about more that will be beneficial to librarians across the state. She is currently an educator on loan to NC Department of Public Instruction (NCDPI). She has a great site will many resources. Her wiki is even better.
Michele Oros presented a workshop on Grant Writing that is sure to be of use to those new to grant writing. She has some awesome information that will lead writers down the green path.
Gerry Solomon and Karen Gavigan, both ladies that I highly respect and admire presented information on tools that are out there to help School Library Media Coordinators (SLMCs) collect needed data and correlate the ability of the school media program to impact student test scores.
I was able to meet also, one of my heroes (or heroines, as the case may be), Frances Bradburn. This humble but confident lady helped to bring massive change to NC schools and is one of the authors of the IMPACT model with a host of other "big" names (including Gerry Solomon) from NCDPI. Names that I saw regularly in my teacher training program and later in TIPS (a Gaston County Schools initiative to support and help new teachers, which has been copied across the state). These people were my icons for so long, it was difficult to believe that I was seeing them in person!
IMPACT, a technology first initiative that started well before educators jumped on the proverbial technology bandwagon. Again, showing the vision of the NCDPI in staying ahead of the curve in the education of tomorrow's citizens.
Depressed, you may ask? Well, it's the decline of anything relating to School Library Media Centers. The Common Core coming to NC is a great thing. It brings critical thinking back into the educational arena - something that has, in my humble opinion, been sorely lacking. Common Core changes the horizon on high stakes testing, or does it? The advent of MSLs (Measures of Student Learning) seem to merely replace the all important, oppressive EOC (End of Course test).
Common Core has critical thinking at its heart. Critical thinking, a skill that requires inquiry learning and INFORMATION. Most schools in NC have an Information Specialist in their building. Librarians have a unique skill set that comes from study and experience. Most people do not know that librarians are required to have both an NC teaching license AND an MLS (Master of Library Science). I'm not suggesting that, necessarily, librarians are "smarter" than everyone else, just that our skill set includes the ability to locate information everything from beginning readers to technical manuals for subjects that only just been introduced. We know how to teach students about proper citation and use of appropriate resources (our libraries already have "pre-selected" authoritative and grade-level appropriate resources). We have, for years, matched to books/websites to readers, researchers, teachers, administrators, and in some case even community leaders. Librarians organize book drives, fairs, literacy nights - all with the betterment of student engagement in mind. We are uniquely qualified to not only assist teachers find resources, collaborate on projects, help students with inquiries but to filter the wheat from the chaff in terms of rhetoric and real life.
As teachers, we are all being pulled in multiple directions, asked to do more with less each year. Education takes the brunt of the "hit" for falling test scores and students' inability to achieve. No mention is ever made about parent and student involvement in the educational process. As librarians, we are often asked to perform tasks that are "specialized", even if not in our area of expertise. For example, many librarians are also the technology gurus at their school, being asked to fix equipment, troubleshoot computer problems, install equipment (all things that could be done by someone less qualified in Library Science and more qualified in Technology). But we do these things selflessly because in the long run, it will affect student learning and achievement.
I don't mean to complain, just to put my thoughts in words. Librarians ARE teachers and they ARE technology gurus and they ARE information specialists. We are ARE hard workers, we want to help, we want to impact students learning about life long learning and to instill a love of reading.
It's been said, and I agree, teach a student to read and you can teach them anything. Reading IS fundamental.
Hey, just my $.02 worth...
Tuesday, January 29, 2013
As strange as it may sound, I've only just discovered Scoop.it! thanks to Carol Koechlin and David Loertscher and their great webinar on Virtual Learning Commons (VLCs). Scoop.it! has become one of my favorite sites at this point, as an app for finding and disseminating information about the changing face of librarianship.
“Libraries aren’t a place to be silent anymore,” says Mary Beth Wiseman, Director of Technology for Elizabeth Forward School District. “They’re a place to get together and share ideas.”
http://www.sparkpgh.org/http://www.sparkpgh.org/2013/01/22/with-digital-technologies-can-school-libraries-help-transform-learning/2013/01/22/with-digital-technologies-can-school-libraries-help-transform-learning/
Just found this article on Scoop.it! The quote above shows my ideas about libraries and the future of education as relates to media centers and technology - hence the name of the blog. Libraries are active, not necessarily loud, but not quiet spaces that should be being used as technology and learning centers.
For many years the library was in the physical center of the school. With the coming of Common Core, libraries should also now be the virtual center of the school as well. For as long as there is information, there will be a need for librarians to catalog, store, and sort information. There will also be a need for teaching students how to access, use, and retrieve valid and timely information.
Teaching students only about their positive digital footprint is not enough. We are charged to educate students not only in responsible use but in how to glean the wheat from the chaff, to use a slightly tired phrase. We are challenged to meet the needs of students whose learning is different from our own experiences. Shouldn't we meet them there?
“Libraries aren’t a place to be silent anymore,” says Mary Beth Wiseman, Director of Technology for Elizabeth Forward School District. “They’re a place to get together and share ideas.”
http://www.sparkpgh.org/http://www.sparkpgh.org/2013/01/22/with-digital-technologies-can-school-libraries-help-transform-learning/2013/01/22/with-digital-technologies-can-school-libraries-help-transform-learning/
Just found this article on Scoop.it! The quote above shows my ideas about libraries and the future of education as relates to media centers and technology - hence the name of the blog. Libraries are active, not necessarily loud, but not quiet spaces that should be being used as technology and learning centers.
For many years the library was in the physical center of the school. With the coming of Common Core, libraries should also now be the virtual center of the school as well. For as long as there is information, there will be a need for librarians to catalog, store, and sort information. There will also be a need for teaching students how to access, use, and retrieve valid and timely information.
Teaching students only about their positive digital footprint is not enough. We are charged to educate students not only in responsible use but in how to glean the wheat from the chaff, to use a slightly tired phrase. We are challenged to meet the needs of students whose learning is different from our own experiences. Shouldn't we meet them there?
Monday, January 7, 2013
Wanted to start a blog for my thoughts and ramblings.
I am a Teacher-Librarian (School Library Media Coordinator to NC State) in Dallas, NC at North Gaston High School.
Currently, I'm working as the facilitator for the High School Media PLC in Gaston County Schools. I seek ways to help SLMCs effect student achievement and learning in a positive light.
Join me for this journey!
I am a Teacher-Librarian (School Library Media Coordinator to NC State) in Dallas, NC at North Gaston High School.
Currently, I'm working as the facilitator for the High School Media PLC in Gaston County Schools. I seek ways to help SLMCs effect student achievement and learning in a positive light.
Join me for this journey!
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