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.

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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!

It’s the 5 week countdown…

5 weeks of class left. 15 hours of final project complete, approximately 35 hours to go. I have been gathering resources for my final project and have been working to compile lesson plans that are relevant and will be used. After all, what is the point of creating something without a purpose?16226078303

I have decided I would create 3 lesson plans for each of my categories:

  1. Inquiry & Research
  2. Evaluating Resources
  3. Creating & Sharing
  4. Digital Citizenship

My hope is this website will continue to grow and evolve as my role as a Teacher-Librarian evolves, but this will be a substantial amount of resources to get one started in teaching transliteracy.

 “Transliteracy is the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks.”

Thomas, S. with Joseph, C., Laccetti, J., Mason, B., Mills, S., Perril, S., and Pullinger, K. Transliteracy: Crossing divides, First Monday, Volume 12 Number 12 – 3 December 2007.

The lessons I have begun digging deeper into are:

  1. Inquiry & Research
    1. How to analyze & synthesize selected information.
    2. How to design an effective query.
    3. How to effectively find & use information to solve problems & make decisions.
  1. Evaluating Resources
    1. How to deconstruct/construct media messages.
    2. How to find, discern & make sense of divergent perspectives.
    3. Who is an expert?
  1. Creating & Sharing
    1. How to connect research/knowledge to real-world needs and make a difference.
    2. How not to present.
    3. What is the best medium to digitally tell or publish a story?
  1. Digital Citizenship
    1. What is Creative Commons? How to attribute credit.
    2. How to develop an academic digital footprint.
    3. How to manage a digital reputation.

I have decided to a use a weebly to create and manage my website for the product portion of my final project. The reason I chose weebly is I find it extremely user-friendly to this type of project and we are using weebly as a host to our library websites within RCSD.

tltls

The next 35 hours (I am guessing it will be more) will be a lot of work, but well worth it as I believe this resource will connect directly with curriculum, will meet the needs of integrating the digital citizenship continuum, and will be useful to TLs and Teachers.

And now that I am feeling a little stressed, here is an Ode to Librarians to lighten the mood!

Final Project – A How to Wiki

My colleague, Sarah, and myself are working together on our final project for our ECMP455 class. After some discussion with Alec Courous and Dean Shareski, we have decided to create an extensive ‘How to Wiki’. What this wiki will contain is a step by step tutorial on how to use a program and how you can take this application into your classroom.We are hoping to make up some lesson plans and other activities so you can make this experience authentic and engaging learning for your students.

So my questions to you is: What application do you want to see a Resource made up on? Is there any other information you would like to see on this Wiki? Would you like this focused on any particular subject? Any other suggestions.

I made up a Google Form for you to fill out with this information. You can also make any comments here. Thanks for your input. Your ideas and input will help make this project useful.

Below is the way we will be assessed on this assignment for your reference.

Major Digital Project Students will develop a digital project related to technology in teaching and learning. This project is wide-open to possibilities. Some ideas: portion of an online course or unit, digital video (e.g., presentation, advertisement), educational resource website, course blog or wiki, etc. Students will be expected to submit a proposal for approval. There will be a reflective component to each project, which will be tied in to the blogfolio. 35%