Final Course Submission

“Innovation is a process, not a product.” –George Couros

Creating my online course did not happen overnight, it has a been a journey over the last few months learning new and innovative technologies, figuring out what I should focus on, and trying to make this online course usable for 6 year-olds.

The importance of creating smaller learning cohorts within the larger classroom environment is critical to a balanced literacy program. By creating smaller learning communities, the teacher is able to customize and personalize instruction for individual students or small groups. A first grade classroom brings a wide range of abilities, especially when it comes to literacy. Using blended learning and specifically the station rotation model, an educator is better able to accommodate and engage the individual learners as you are able to customize the lessons to the individual students. This course is a blended course using a station rotation model, which includes online instruction, teacher-lead instruction, and collaborative activities and stations. There will be a set time for face-to-face instruction, followed by online work. Students will be divided into groups based upon their reading level.

Below you will find my journey as I worked towards the product for my major project for EC&I 834. To see the final product , which is still a work in progress (I will continue to chip away at the remaining modules over the next few months), please download a copy of the online course. Please click the links below to see the process of completing my final project in more detail.

  1. I started this journey to creating my online course after reading the Bates chapter on The continuum of technology-based learning. I was excited to attempt an online course for grade 1’s after reading and reflecting on this chapter because my online course could be a blended course and I could use a station rotation model (the perfect model for balanced literacy).
  2. The next task was to create a course profile, which included an overview and description of the course.
  3. The next task was to check out some online courses. This was crucial to my development of this course as I was able to identify what I needed to include and how I needed to structure my online course for grade 1 students to be successful.
  4. Then it was time to complete my first course module. I am so glad this module was due early on in the course as it took WAY more time than I had imagined. I really struggled through this process and I believe it is evident in what I produced as it wasn’t my best work.
  5. We then received VALUABLE feedback from our peers on our online course. This feedback was really a game changer in my online course and if you look at my first submission to my final submission, you will notice that A LOT has changed. Some of the notable changes are:
    • My YouTube video review lessons were completed reformatted and re-recorded to be more aesthetically pleasing and to better align with the student activities.
    • All of the student activities in seesaw were re-created to create a more uniform feel and be more engaging for the students to complete.
    • Activities were sorted into categories, folders, and identify the skill being learned.
    • The assessment process was better described and thoroughly laid out.
    • The overall feel and look of the online course was changed. An e-book was created in place of the document.
    • The course was more thoroughly described.
  6.  Lastly, the final submission was completed!

Please watch the screencast below for an inside view of my online course.

* You can also find this post on my EC&I 834 Major Project page.

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Online Collaborative Learning

This week we learned about the online collaborative learning. Harasim describes online collaborative learning theory (OCL) as:

a model of learning in which students are encouraged and supported to work together to create knowledge: to invent, to explore ways to innovate, and, by so doing, to seek the conceptual knowledge needed to solve problems rather than recite what they think is the right answer. While OCL theory does encourage the learner to be active and engaged, this is not considered to be sufficient for learning or knowledge construction……In the OCL theory, the teacher plays a key role not as a fellow-learner, but as the link to the knowledge community, or state of the art in that discipline. Learning is defined as conceptual change and is key to building knowledge. Learning activity needs to be informed and guided by the norms of the discipline and a discourse process that emphasises conceptual learning and builds knowledge.

(Harasim, 2012, p. 90)

When teachers are able to create a course that is well organized and encourages active participation and collaboration the OCL model can improve conversational learning, allow opportunities for deep learning, develop academic knowledge, and knowledge construction. Bates reminds us that discussion forums are not an addition to the curriculum, but rather the core component of the teaching. Bates says, “it could be argued that there is no or little difference between online collaborative learning and well-conducted traditional classroom, discussion-based teaching.”

When teachers successfully create an educational community of inquiry in the online environment, students are able to “collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding” (Garrison, Anderson and Archer, 2000).

Community-of-Inquiry-2
Community of Inquiry Image: © Terry Anderson/Marguerite Koole, 2013

With online collaborative learning, the aim is not to replace the teacher, but to use the technology primarily to increase and improve communication between teacher and learners, with a particular approach to the development of learning based on knowledge construction assisted and developed through social discourse.

(Bates, 2015)

… so how am I going use online collaborative learning in my course prototype with Grade 1’s? Hmm… honestly when I first started thinking about this question I was stumped. Creating a community of inquiry is rather challenging in the primary grades to begin with and takes a lot of practice, so to implement this successfully online will be an added challenge. Because of my demographic, we will be focusing on using one app to learn an master to encourage student-to-student, student-to-instructor, and student-to-parent interactions.

Seesaw allows students to share their work, and specifically encourage individual 3cqreflection and peer feedback. This will be modeled by the teacher and practiced as a group to ensure that feedback is meaningful and purposeful. The structure I plan to use to encourage authentic feedback is 3Cs and a Q. In the Seesaw app, teachers have the opportunity to review any comments before they are posted to ensure that feedback is constructive & appropriate.

Seesaw will also be used to collect work and give direct private feedback to students. I plan to push assignments to students for them to complete and turn in via Seesaw, creating a place where students and teachers can interact around their work. The beautiful thing about this app is that while I am busy with other students during guided reading, I can still see what students are working on after they submit their assignments and post to their account.

Lastly, Seesaw will allow me to communicate with families and keep them in the loop on the learning their child is doing at school. Students will add posts to Seesaw that they are proud of in a self directed way, as well as work their teacher has assigned allowing families to provide immediate feedback during the day or ask them about it that evening.

I feel like Seesaw really fits my purpose of my course module and allows me to create a community of learners that support each other and learn from each other in an online environment.

 


References

Bates, A.W., (2015) Teaching in a Digital Age. Tony Bates Associates Ltd.

Garrison, R., Anderson, A. and Archer, W. (2000) Critical Inquiry in a Text-based Environment: Computer Conferencing in Higher Education The Internet and Higher Education, Vol. 2, No. 3

Harasim, L. (2012) Learning Theory and Online Technologies New York/London: Routledge

How can I improve?

This past week we had the experience to receive feedback from our peers on our online course. Receiving this feedback is so valuable to me and I truly appreciate the time and effort my peers put into looking at my course with a critical eye and providing me with the positive areas of my online course and where I could improve or areas that were unclear. This will help me a great deal as I continue to develop and revise my online course. (Alec, this is a brilliant idea to encourage community, provide room for growth, and help your students be successful. Thanks!)

After reading both Joe’s and Dani’s reflections, I thought I would respond to my feedback in a similar approach by including some direct quotes from my feedback form and responding to them.

It would have never crossed my mind to do an online course for grade 1. 

The idea of targeting the grade-one student population within the school division is a wonderful idea.

I agree and thank you! I was questioning my choice of doing an online course in grade 1 as I knew there would be some challenges as grade 1’s are very reliant on the teacher. I feel like the focus on one major online tool, Seesaw, allows them to master the tool and then they are able to focus on the learning activities related to the outcomes, rather than learning multiple tools.

Research has shown that students often memorize words for a test and then promptly forget them. Assigned spelling lists often require students to study isolated words rather than phonics, the sounds that letters make within the words. Therefore, the goal has been to create a program that does not completely abandon weekly lists, but emphasizes opportunities for students to investigate and understand the patterns in words and build word knowledge that can be applied to both reading and writing. Hopefully this online course will do just that!

The station-rotation model of the blended course gives an opportunity for teacher-student and student-student interaction, as well as independent work where students can experience both face-to-face and online learning.

I feel like the above reviewer understood my online course and how it would work in a grade 1 classroom, but perhaps I need to include some more information on this in my course profile as the following questions were asked in my feedback form:

  • How will students be sorted into different modules? Some sort of screen administered to begin with? FnP assessments?
  • Have you thought about what you would do for students reading at a higher level?
  • You mention that this is intended for Grade 1 students in Regina Catholic Schools and that students can have a “wide range of abilities” but you did not address the demographics and what adaptations to the program could be possible (example-how would you help a Grade 1 student with EAL be successful with this module).
  • What other tools could you use for feedback during the process to both monitor, as well as, encourage student progress?

In Guided Reading: Responsive Teaching Across the Grades, Second Edition, Fountas and Pinnell emphasize that “small-group instruction is more powerful when nested within a variety of instructional contexts with varying levels of support,” (Fountas and Pinnell 2017). This word study online course allows for a small group of students to work independently on the “we do” portion of their word study practice while the teacher does guided reading with a small group of students. Other students in the classroom would be working on writing, reading to self, or listening to reading. A station-rotation model of blended learning allows for a purposeful and engaging use of technology in a grade one classroom. In addition, this online course can be accessed from home to allow for enrichment with parental support. This small group instruction guided by assessment will allow for differentiation for individual students whether they are EAL, reading above grade level, reading at grade level, or reading below grade level.

At the beginning of the year multiple assessments will be used to determine a student’s current reading level. This will help the teacher to decide where to begin instruction.  Each level of text along the gradient brings new challenges in the form of vocabulary, words to decode, high frequency words, concepts, and syntax.  Supportive teaching enables students to expand their reading strategies by gradually increasing the level of challenge and at the same time assuring that they are successful each day.​ 

Stepping Up

This assessment tool enables teachers to:​
  • Determine students’ independent and instructional r​eading level
  • Group students for reading instruction
  • Monitor ongoing student progress in reading
  • Select texts that will be productive for a student’s instruction
  • Identify students who need intervention and extra help
  • Document student progress across a school year and across grade levels
  • Inform parent conferences
  • Gather information about the reader, including the reader’s accuracy and self-corrections, comprehension, and fluency
  • Link the results of the assessment to their teaching to ensure students’ growth as learners

This benchmarking tool will be the main influencer in grouping students into different groups. However, a spelling inventory will be completed as well to determine a student’s stage of spelling. The Words Their Way Primary Spelling Inventory would be completed during the first couple of weeks of school. This inventory provides the teacher with specific information about each student’s knowledge and application of specific spelling features.

word study

Please see the powerpoint below that was created by our divisions ELA Consultant that provides more detail on the the Word Study program within our school division. This program is the backbone of this online course. 

WSPPT
Word Study PowerPoint

As part of the formative and summative assessments, incorporating a variety of activities, such as seesaw activities, weekly spelling tests, and observations from small group instruction will give an accurate picture of the students’ academic progress.

As you continue to build this up, the single blog post would get pretty long. Would it be worth exploring making your course into a blog of its own, and being able to divide it into categories, etc ?

I agree. I think I will create an online document, almost like an online teacher module with live links that allow for the teacher using this course to plan and access materials.

If this does pan out into the teacher resource that it looks like to me (a pretty fantastic one at that) then you could use videos of yourself doing some of these activities to supplement as visuals and aids for teachers wanting to implement this. You could use placeholders as doing this may not be feasible in the amount of time we have to build this?

This is a great idea! I will definitely keep this in mind for future development!

I very much appreciate the rationale and driving purpose behind this course. Creating a structure that generates purposeful targeted instruction is exactly what teachers have been/are trying to do. This is a relatively novel way to do it, and I would love to know what happens as you implement!

I am really looking forward to see how this course develops over the next few weeks. I am also extremely excited to share it with other teachers within our school division so that they can have the opportunity to blend within their classrooms and not have to do as much of the “leg work” to get there. I am a huge fan of sharing and collaborating and my hope is that as a team of teachers we could create online word study courses for the grade 1-3 range.

Thanks so much for your feedback! I can clearly see my gaps and this has given me some guidance on how to improve my online course!

Primary Literacy & Coding

This week I decided to take a look at primary literacy and coding. To be honest, this wasn’t even on my radar prior to this course. I have always had a keen interest in primary literacy, which is why I became a Teacher Librarian, and coding was something I dabbled in (if you could even say that) with our Kindergarten classes using Bee-Bot before my maternity leave. However, putting the two together was a completely new concept until Alec suggested I take a look at incorporating some coding into my online course after reading my course profile and my interest grew even more after some “playing around” with coding in class last week. I decided this something I MUST have in my online course. BUT, how could I tie it meaningfully to primary literacy??

To start this learning journey this week I began looking through Kathy Cassidy’s resources on APPS, ‘BOTS AND CODE: THE NEW ABC’S IN THE ELEMENTARY CLASSROOM. For those of you who don’t know Kathy Cassidy, she is a trailblazer in bringing technology into the primary classroom, I highly recommend you visit her website and follow her on Twitter. After hours and hours of exploration, I decided that ScratchJr would be a program I would like to use as it hit many requirements for classroom use and more specifically, primary classroom use:

  1. It is aimed at young children (ages 5-7).
  2. It is free.
  3. In programming interactive stories and games, students will learn to solve problems, design projects, and express themselves creatively on the computer.
scratch1.PNG
Check it out!

 

And upon further exploration, there are teaching resources specifically targeted at primary literacy, which could easily be adapted to fit into my online course. scratch2

Lastly, there are GREAT resources for teachers under the teach tab, with resources, lessons, and videos on how to use ScratchJr in the classroom. It really can’t be any more user friendly or easily accessible. My next step will be creating lessons based on my word study modules for students to code the words we are working on during that unit. I am so excited to continue to explore ScratchJr and make some modules using this app for my online course.

I continued to explore the world wide web to see how everyone else was using primary coding and literacy and I came across a great post by Kelly Hincks on Mixing Reading with Coding in Early Childhood. All I can say is WOW! What a goldmine I found here. She is a teacher librarian just like me and her content is amazing. In her post she says,

As a librarian, my goal is to expose students to all forms of literacy. Coding, to me, is just another form.  Teaching coding allows me to integrate multiple disciplines together. Coding is a process just like the research process. That is why it fits so nicely in the library. Additionally, coding teaches problem solving, cooperation, and how to overcome failure.

With all that being said, I do not believe in just coding for coding sake. I feel it should fit within a bigger picture. Combining coding skills with other literacy skills is always my ultimate goal.

This is so accurate! I want the technology I use to “blend” to be authentic, purposeful, and engaging. It should transform and enhance my end goal and not be used just because it is something “cool” I stumbled across. In her post, she talks about lessons to introduce coding to primary students and lessons to apply coding concepts.

Another site of interest that I explored this week is code.org. They have some spelling lessons and other online courses for primary students that could be used to introduce coding and teach the basics. Although this site probably won’t make an appearance in my online course, it is something I have added to my toolbox for when I get back to school.

In conclusion, I am really glad we had this week to just explore an aspect of blended learning that we are interested in. I was able to find something I could use to enhance and transform my online course and I am excited to see what I can come up with!

 

Word work, work in progress…

To download a copy of the course prototype, please click here.

Introduction

Please see my course profile for a scope and sequence of the course.

This is a working document as the course is still in the development stages. This course protype is based off the units created by Regina Catholic School Division. This course may be most successful in a connected educator classroom during balanced literacy/guided reading time; however, it due to the nature of the station rotation, this course is accessible to other classrooms who have access to a smaller number of devices. Devices such as tablets are best for the station-rotation model as they eliminate the need to log in and provide quick access to materials and lessons.

The format of this blended course uses the gradual release of responsibility.

GRR

Unit 1: Short Vowel Word Families at, an

High Frequency Words: like, my, ran, the

Resources
Magnetic letters

Words Their Way Level A by Bear, Invernizzi, and Johnston

Big Book of Rhymes

Reading A-Z Mentor Series: Short vowel “a”

Reading Rods (Word Families)

Making Words Grade 1

Tablets

Seesaw Activities

 

Traditional Classroom Instruction
Day 1:

·         Introduce Sort 6-TG page 26 (Words Their Way). You may want to use highlighter tape to highlight the –at and –an words.

·         Project short “a” book, Nap and Pap, from Reading A-Z. Follow the lesson plan on Reading A-Z (contact Jillian Laursen – RCSD ELA Consultant – for your log-in information)

·         Sort 6: -at and –an word families TG page 26 (Words Their Way)

o   Introduce Picture/Word Sort TG page 26 (Words Their Way)

o   After modeling this activity, students will complete at the Word Study Station through Seesaw activities. In addition, students could re-sort their cards. Next, students make the words with magnetic letters and then print the words in their word study notebook.

·         Introduce high frequency word(s).

 

Day 2:

  • Reread the short “a” book. Omit the last word of each line, and have students provide the missing word.

·         On the projector, model using the reading rods to make short “a” words.

o   After modeling this activity, students will complete at the Word Study Station on Seesaw activities.

·         Practice the Sort TG page 26 (Words Their Way).

·         Introduce/review high frequency words.

 

Day 3:

·         Apply the Skill TG page 27 (Words Their Way).

·         Show the Making Words Lesson 1 pages 5 and 15 (Making Words for Grade 1)

o   Make: an, at, pat, pal, pan, tan, plan, plant

·         Introduce/review high frequency words.

 

Day 4:

·         Complete the Sort-Paste in Place TG page 27 (Words Their Way).

·         Learning Phonograms: -at, -an page 292-293 (Phonics Lessons for Grade 1).

·         Learning Phonograms: -an page 304-305 (Phonics Lessons for Grade 1).

·         Introduce/review high frequency words.

 

Day 5:

·         Introduce/review high frequency words.

·         Assessment

o   Spelling Test (“-at and -an” words and a couple of high frequency words).

 

Station Rotation Activities
Watch the video: Short Vowel Word Family Lesson Review -at, an

frame (1)

Seesaw App:

For the purpose of this course prototype, please use the following to sign in:

If you’re using Seesaw for the first time:

1.       Go to app.seesaw.me

2.       Choose “I’m a Student”

3.       Type in the code: JDLP XCCT. This code expires on February 19, 2019

 

In the actual course setting, grade 1 students will access seesaw using the following steps:

seesaw.png

 

After you sign up as a student in my Seesaw class, you can access the following activities:

3.      Scratch Jr. Coding

Recognizing and Naming Uppercase and Lowercase Letters:  This project reinforces a student’s knowledge of writing and recognizing uppercase and lowercase letters.

scratchjr

 

 

Unit 2: Short Vowel Word Families ad, ap, ag

High Frequency Words: all, how, be

Unit 3: Short Vowel Word Families op, ot, og

High Frequency Words: if, she, big

Unit 4: Short Vowel Word Families et, eg, en

High Frequency Words: put, run, you

Unit 5: Short Vowel Word Families ug, ut, un

High Frequency Words: as, not, for

Unit 6: Short Vowel Word Families ip, ig, ill

High Frequency Words: am, has, day, cat

To be continued…

Course Profile: Grade 1 Word Study

A lot of ideas went through my head when I began thinking about the online course I would design for EC&I 834. I am on maternity leave right now, so I am not tied to a grade or subject and when I am back to work, I am teacher librarian, so this also affords me a lot of flexibility and the ability to collaborate with different grade-levels and subjects. After much contemplation and discussion with our divisions English Language Arts consultant and Information and Library Coordinator, I decided the most beneficial thing not only for me, but also our school division would be creating an online course for grade one students on word study.

 

The importance of creating smaller learning cohorts within the larger classroom environment is critical to a balanced literacy program.By creating smaller learning communities, the teacher is able to customize and personalize instruction for individual students or small groups. A first grade classroom brings a wide range of abilities, especially when it comes to literacy. Using blended learning and specifically the station rotation model, an educator is better able to accommodate and engage the individual learners as you are able to customize the lessons to the individual students. Although creating an online course for grade ones will bring challenges, I am looking forward to see how can be used to enhance and transform learning in the primary grades.

 

Please keep on reading to see my course profile. This is a working document and appreciate all feedback and comments you may have for me as I am sure this will change as I “work-through” the development of my prototype.

 

Target Audience

Students who are in grade 1 in Regina Catholic Schools.

 

Course Timeline

This course would run over the duration of the school year. This primary resource used to develop this course is Words Their Way by Invernizzi, Johnston, Bear, and Templeton. Words Their Way is a developmental spelling, phonics, and vocabulary program that is part of a balanced literacy program.

 

Course Delivery

This course will be a blended course using a station rotation model, which includes online instruction, teacher-lead instruction, and collaborative activities and stations. There will be a set time for face-to-face instruction, followed by online work. Students will be divided into groups based upon their reading level.

 

The course outline, teacher modules, and all other pertinent information will be housed on a google document. The face-to-face lessons will be reviewed through an online module that students will be able to access via a YouTube video. Students will scan a QR code to get to the appropriate module. Following review, students will learn and practice the spelling features by completing activities such as word sorting, word hunts, making words, and other games through Seesaw activities. Students will have the opportunity to work individually, with partners, and in small groups to encourage cooperative learning and individual responsibility. Communication and assessment will be communicated through the Seesaw app.

 

Course Objectives and Learning Outcomes

The objectives and outcomes of this course are developed from the Saskatchewan Grade 1 English Language Arts Curriculum. Throughout this course students will:

  • Explore letter and sound relationships (phonics)
  • Examine word parts to denote meaning (morphemic analysis)
  • Develop automaticity for sight words  

 

Course Materials

This course would may be most successful in a connected educator classroom; however, it due to the nature of the station rotation, this course is accessible to other classrooms who have access to a smaller number of devices. Devices such as tablets are best for the station-rotation model as they eliminate the need to log in and provide quick access to materials and lessons.

 

There is no required text for this course, but the following resources will be used:

 

  • Phonics Lessons for Grade 1 by Fountas & Pinnell
  • Words Their Way Level A by Bear, Invernizzi, and Johnston
  • Rebus Chants Volume Two “For Popular Themes” by Kim Deibert
  • Jolly Phonics

 

During the course, a variety of materials will be accessed and/or made available online and accessed through the Google Doc and Seesaw Activities.

 

Special Announcements

As this course follows a station rotation model and allows for individualized instruction, the needs of any students with a disability, injury, or illness who feels they may need academic accommodation will be dealt with as they arise.

 

Attendance and Punctuality

Regular and punctual attendance at school is an essential part of student success. It is especially important as this course is based on participation and experiential learning rather than lecture.

 

Assessment

Students will demonstrate understanding through the Seesaw app and activities. The activities and data submitted will be assessed through this app as well. Students will also complete a weekly pre-test and post-test each week as summative assessment.

 

Assessment Strategies

Students will be assessed in a variety of ways including but not limited to seesaw activities, weekly spelling tests, and observations.

 

Assignments

Assignments will be shared in each individual module/lesson. As individual students require varied methods of instruction, assignments and expectations may vary dependant on student needs. This will be discussed between the teacher and the student’s family prior to the beginning of the course.

 

Welcome Transliterate Librarians!

Welcome Transliterate Librarians! 

I am finally feeling the excitement shared by other members in EC&I 832  in the past few weeks with the completion of my final project! This has been a long process and I may have set out to accomplish a bigger task than anticipated, but I am extremely happy with the product!

I believe my website for transliterate librarians is a great resource that is user-friendly and allows teachers to integrate digital citizenship lessons through cross-curricular lessons. These lessons are not meant to add more work load to teachers, nor are they to be disconnected from the curriculum. They are created the enhance and transform lessons to help create and inspire digital leaders within in the classroom and to promote digital citizenship and media literacy.

The final product contains an opening page describing the websites purpose, four landing pages (inquiry and research, evaluating resources, creating and sharing, and digital citizenship), and 12 lessons to support transliteracy.

Although this project is completed at this stage in the game, it is far from over. It is my hope that with collaboration from fellow teacher librarians we will be able to add lessons to the database. If you would like to collaborate with me on it, please fill out the contact page on the weebly site and I will get in touch!

A special thanks for Jennifer Stewart-Mitchell and Genna Rodriguez for allowing me to use the Digital Citizenship Lesson plan page as found on my lessons. And a huge thank you to Joyce Valenza and Gwyneth Jones  for inspiring this project! Lastly, thank you to Alec Couros and Katia Hildebrandt for giving me guidance and introducing me to new and emerging ideas surrounding digital citizenship and media literacy, but also the freedom to make this project meaningful and authentic to me.

 

 

Introducing… Transliterate Librarians

Sands of Time
Photo Credit: ipsbmtc via Compfight cc

I am feeling very good about my final project. I feel like it is coming together nicely and I have enough time to complete it to the standard I would like. Although my website is not finished yet and is missing some of the lesson plans, I feel comfortable to share the link with you to explore the website and give me some feedback!

TL

www.transliteratelibrarians.weebly.com

Last week I finished the landing pages for my website and this week I continued developing and finalizing the lesson plans. I have completed and uploaded 4 lesson plans and have 8 more to go.

I have really enjoyed making the lesson plans as it has helped me gain a deeper understanding of how I can teach digital citizenship in school and how embedded the skills are in the renewed Saskatchewan curriculum.

This past week I created a lesson on Creative Commons with help from Common Sense Education and my own understanding of fair use has grown a great deal! I hope other teachers are able to use the site I am creating to integrate lessons into their teaching to not only create digital citizens, but also digital leaders!

Final Project Feedback

This week I was able to create (and hopefully finalize) the landing pages for my final project on Transliterate Librarians. I would love some feedback on what I have written… Have I provided enough information on each topic? Have I provided a good explanation on each topic? Do you feel the videos match what I am trying to explain in my writing or do they take away from it?

Thanks!

Opening Page

The role of the Teacher Librarian is changing. TLs are no longer the keepers of information, but rather media specialists and educational leaders. TLs collaborate with other teachers to implement engaging and innovative technologies to improve student learning, engage students in inquiry based learning to help develop multiple literacies, and teach students how to use technology to find information and with the information the ability extract and synthesize it to formulate new meaning.

The purpose of this website is to provide a comprehensive resource for TLs and teachers that includes lessons and resources on the four domains of what TLs teach according to Joyce Valenza and Gwyenth Jones.  The four domains as listed in the poster below are inquiry and research, evaluating resources, creating and sharing, and digital citizenship.

This website takes into account Ribble’s nine elements of digital citizenship, the Saskatchewan Digital Citizenship Continuum from K-12, Teaching in Education Framework, and RCSD’s Essential Skills of 21st Century Learning.

Please use the menu above to locate and access the lessons and more information on each domain.

Inquiry and Research

Inquiry is embedded across all renewed Saskatchewan curricula.  It can occur in many ways, in the moment, integrated in a lesson, planned as unit, within a subject area. Inquiry allows students to explore and engage in learning opportunities that fosters deep understanding. Inquiry encourages students to ask questions, perform investigations, and build new understandings. Research is a key piece to an effective inquiry as students are searching, synthesizing, and formulating new knowledge, meanings, and understandings. In addition, inquiry and research promotes reading and writing as students explore and formulate new knowledge.

Evaluating Resources

Students need the skills to locate, use, and evaluate information. While doing research, students should be able to choose an appropriate media outlet for their purpose, check the currency, relevance, authority, accuracy, and purpose of the information. It is essential for students to develop this skill at a young age as they are turning to the technology to access information and learn new concepts. However, they need the digital literacies of how to use technology effectively, such as navigating the web appropriately, keeping track of sources for reference, using search engines and keywords successfully, and ensuring information is accurate and reliable.

 

Creating and Sharing

Creating and sharing are important components of transliteracy as they give learning a purpose, an audience, and allow for connections. Through creating and sharing students should appreciate literature in all media forms. It is important not to get distracted by the “bells and whistles” of things and to remember your purpose. Through creating and sharing students are taught how to communicate their message. They are also encouraged to be critical thinkers about media messages that are presented to them. Creating and sharing can be done through a PLE or PLN and allows student to express themselves authentically and purposefully.

Digital Citizenship

Digital citizenship is an essential skill in transliteracy. Often it is assumed that because students are young, they are digital natives; however, they need to explicitly be taught digital citizenship. They need to understand that other people have created and own content that is posted online and it is important to attribute their work appropriately. This can be started at a very young age by just writing the author and title of a book and it will grow from there. As well, students should know the difference between copying, remixing, creating, and sharing whilst developing the skills of content curation and how to use creative commons. Additionally students need to manage their digital footprint and realize what they post online is available widely, therefore they need to protect their online identity. Lastly, students need to be respectful online, respectful of themselves and respectful of others.

Process > Product

The process is equally, if not more important than the product. I know, I know… but I still have trouble sharing my process as it tends to be messy as I work through things to get to the shiny finished product at the end. And in this mess, although it might not make sense to you (as it is the way I organize my process), I tend to learn a lot!

Eureka California
Photo Credit: BCOL CCCP via Compfight cc

This week I decided to do a screen capture to update on my major project. I am chugging along and it may be a bit slower than I anticipated, but I am pleased with my progress so far and excited to share my resources with others once complete!