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.

Advertisements

It’s all about the process…

Initially I had decided to do the internet-based social activism project as my final project; however, I ran into some glitches with the class I was going to work with and decided I would rather do this a personal project than a final project for this class. I am still very passionate about bringing our AR program outside of the school and in turn make a larger impact on the school community. Our school has applied for the I Am Stronger grant and is still actively present on our blog and twitter. Follow us at @heart_library.

Photo Credit: charlywkarl via Compfight cc
Photo Credit: charlywkarl via Compfight cc

I am VERY excited about implementing and creating my new project that will directly relate to my new role as a Teacher Librarian. This position interested me because the role of the teacher-librarian with RCSD is evolving. It is my hope that through this position, I will be able to 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. That being said, I think my final project will help me achieve my goals as TL.

Photo Credit: Joyce Valenza & Gwenth Jones via joycedownunder cc
Photo Credit: Joyce Valenza & Gwenth Jones via joycedownunder cc

What I would like to do is create a webpage based on the ideas on an image created by Joyce Valenza and Gwyneth Jones. I was amazed when I tweeted this image and my twitter account blew up! This image combined with the proper hashtags gave me the most action I have ever seen on twitter. It had around 100 retweets or favourites and I gained a plethora of followers. This gave me confidence that pursuing a final project based on the evolving role of the TL would not only have importance to me, but also others. As I said, part of the reason I left the classroom and took on the role of the TL was so that I could be involved with helping other teachers and students with transliteracy and I think this project will help me accomplish that.

My final project will be a webpage that is a comprehensive resource for TLs and teachers that includes lessons and resources on the four domains as listed in the poster (inquiry/research, evaluating resources, creating & sharing, and digital citizenship). Specifically I would like to focus my lessons on the Gr. 1-5 range. This website will have lessons, ideas, and resources that address the bullet points listed on the poster. My next step is to start gathering resources, developing lesson plans, and creating a practical resource for TLs to help develop transliteracy.