Vision for the Future

When I first started this course LIBE 477B, I was anxious as I did not know very much about technology at all. Coming to the end of the course, I feel that I have only touched the tip of the iceberg and that there is a whole lot more out there to explore. I really like the fact that RSS feeds send the content my way instead of having to search for it saving a lot of precious time. I feel as though I am an active participant in my own learning and that I can pass this on to my students and colleagues. Incorporating web tools into instruction and feeling confident enough in their use to introduce them into the classroom is an important step in the right direction toward educating learners of the 21st century. Although it is impossible to keep up with all the learning tools on the Web because of the dynamic nature of the web, teaching and learning can also be a two-way street between the teacher and the student. Educators owe it to the 21st Century Learners to provide access and resources to students that will engage the learner of today and help them get ready to compete in a competitive global world. The following You Tube video inspires educators to get on board.

A Vision of K- 12 Students


It is essential that educators engage the learners of today now! Using Web 2.0 tools is not merely a form of entertainment; they are products that enable life-long learning. Many "teachers ... seem to be guilt ridden over what might be called 'The Entertainment Factor' of these new media, worrying that, by opening up their classrooms to Web 2.0 and other new literacies, they disrupt the seriousness of school and 'dumb it down.' All this cyberspace activity is seen as too much fun for the kids with not enough 'rigor'" (Kist, W. 2010. The Socially Networked Classroom: Teaching in the new media age. p. 118). One only needs to observe students using Web 2.0 tools to see that the learning is engaging and at a far deeper level than traditional learning methods.

As a classroom teacher, and hopefully as a teacher-librarian in the near future, my vision for the next five years and beyond is to learn as much about Web 2.0 tools as I can and incorporate them into authentic lessons. By authentic lessons, I mean that the instruction is not one that fits all students in the classroom, but instead allows for choice in meeting students' particular learning styles. I had the opportunity to try this out this past semester and I found the results very satisfying for me as a teacher and for the students. For example, as pointed out in previous posts, students were given a choice about how they wanted to present their learning for an independent novel study. Auditory learners used podcasts, visual learners used Movie Media and You Tube, tactile learners used PowerPoint, art and scrapbooking. Many groups Blogged--collaborating, sharing, and reflecting on their learning. Of course, each of these projects appealed to more than one learning style. The collaboration, sharing, and learning were far superior to previous novel studies completed in any of my prior classes. Integrating technology definitely enriched the students' learning.

While students enjoy using Web 2.0 tools because they are interactive and fun, it is also important to connect students with the real world outside of school. In the future, I plan to extend this learning with Skype, Wikis and RSS feeds to go beyond the classroom--talking to authors, and other experts from around the world. For example, the podcasts that The Life of Pi group created can be shared with another group studying the same text at another school in the district, province, country, or another continent. Interacting online provides students with the opportunity to apply new knowledge as well as interacting with the information. I have definitely learned a lot from this course--interacting online and applying new knowledge that I plan to incorporate into my lessons.

How can educators use this tool for success in a digital world?

                              

Students want to use technology without undue limitations.

Online technologies have become an integral part of education; however, it is not mere access that leads students to success. "Learning is enhanced by opportunities to share and learn with others. Students need to develop skills in sharing knowledge and learning with others, both in face-to-face situations and through technology." See Standards for the 21st Century Learner (American Association of School Librarians). This is where the teacher as facilitator and teacher-librarian play a key role. In addition, in order to enhance learning, students need to learn the steps of the inquiry process to question, think critically and gain knowledge before they can share knowledge and  participate ethically. The following are two excellent examples of Inquiry models:

Stripling Inquiry Process

Points of Inquiry

Students must be taught how to use these tools competently, responsibly and effectively for learning. By becoming more aware of privacy issues through this course, I plan to teach a variety of ethics and responsibility for student online use. For example, do not tell others your password; use first names only; do not post phone numbers or ages; do not use other people's words for your own, etc. The following plagiarism tutorial is fun and interactive for use before research projects: Acadia Plagiarism Tutorial. After the plagiarism tutorial, I asked students to create a BIBme account, a bibliography creator. Students must develop critical thinking skills and learn how to collaborate with learners within and outside the school. Collaborating with students from different cultures helps students develop understanding and compassion, in addition to, thinking more critically about the world around them. It is not the technology that makes the students better learners, it is the teacher who guides and facilitates effective learning. I plan to be a facilitator, whether it be in the classroom or the learning commons.

In the next five years, I also see myself as part of the technology committee where I teach. In previous years, I have had a say in purchasing a lot of technology for the school and in particular the learning commons. Currently, I have ordered a document camera and a mobile lab of thirty laptops at the school where I teach. Discussions have come up to allow access to Facebook, You Tube, and cell phone use because it is recognized that teachers want to use these tools, as well as students, for learning tools. It is important to have a say in these decisions.

In addition, I feel enthusiastic about passing on the learning through workshops and collaboration with colleagues. I would like to develop a Blog or Wikispace for continued professional learning as an educator or teacher-librarian. I particularly want to create a awesome page, such as the following: Web 2.0 Guru. This is a great educational Wikispace called The Best Web 2.0 for Relevant Educational Technology Integration. 

In addition, I also feel that it is important to collaborate with colleagues and administrators. I shared my students' novel study projects with the administrator to showcase student learning. I would like to give work shops to my colleagues at the school and in the district. I would love to be a part of a Learning team grant next year. See the following link for the Vision for the Future PowerPoint that I would share with colleagues and administrators.

Audience - Colleagues and Administrators

I had the privilege at one time of beginning the change of a library into a Learning Commons. It is my goal to have that opportunity again. With the addition of my new found skills, I can hardly wait. In the meantime, I will continue to incorporate technology, not for the sake of incorporating technology, into my classroom, but as collaborative, sharing, and reflective lessons. I will continue to search out new Web 2.0 tools and develop creative authentic lessons, not as a form of entertainment, but because we are social people.

21st Century Learner Wordle.


Reflection

Although there are bits and pieces of reflection above, I want to say that I saved the best course for last. This was a very difficult and frustrating course for me at many turns; however, I persevered and feel that I have learned a lot of valuable lessons to apply to my teaching and learning for the future. Even writing this Blog post, I somehow ended up with two versions and it took me two hours to fix. I was very nervous to close the Blog in case it did not save. Many times, I wished I had more time to learn and play for more than a week at a time. Sometimes  I spent way too much time trying to upload videos and then did not end up doing and moving on to the next assignment--a little late sometimes. I loved the fact that I could apply what I was learning in the classroom because it allowed me to see the enthusiasm and engagement of the students while studying an independent novel. When students thank you for allowing them to use their artistic skills in an English class, you know you made an impact. I have to admit that I did not think too much about Twitter at first, but now I am a huge fan. I even encouraged others to follow certain people. I still need to progress from a lurker to a participator, but all in good time. One of the topics that I was surprised about in the class was the issue of privacy and safety. This is another message that I passed on to others is to make sure that you have a professional online presence. I am still phenomenally amazed at how technology works and information is passed from one person to another. I would never want to go without it. I am very excited to be a part of this Web 2.0 world during this phase of education where the learner collaborates, a shares, interacts, and reflects. I really enjoyed the course and how much I learned from everyone in the class. Thank you very much! This is my last course towards my Teacher-Librarianship Diploma. Yahoo, I can't believe I did it--one course at a time! Good luck everyone in the future. I now know that I will see you blogging, or tweeting somewhere along the line.

Blogs and RSS Blog

Blogger, WordPress, and Edublog are popular blogging services; there are many more. I use Blogger because it is very easy to use. Blogging is an excellent tool to show one's learning, but more than that, they are interactive. I first tried blogging with students in my English 12 class. I gave students the option of writing about their independent novel in a Blog this semester. I would definitely do this project again as I found the students were totally motivated and engaged. Besides critical thinking and reflection, students collaborated and discussed their novel on a deeper level. In addition to novel studies, Blogs can be used for a number of learning activities in the classroom, such as writing portfolios, creative writing, discussions, stories, essays, etc., which I will feel comfortable assigning in the future. Students have a voice and have fun learning and discussing. Adding links, pictures, and videos will also appeal to the visual nature of today's learners.

Blogging is also used as a professional tool. Teachers and teacher-librarians may post their learning, best practices, and reflections. For example, I like to check out Joyce Valenza's blog as she posts a lot of useful information for teacher-librarians and educators (I also follow her on Twitter). One of the most important features of Blogging is commenting. Commenting is what gets the collaboration or conversation going which allows learning to take place. It is not good enough to just agree or disagree, however, the person who comments must offer an opinion or perspective to allow a meaningful discussion to take place. Asking a thought-provoking question may also encourage discussion.

Richardson (2010) pointed out that using Blogs as a Class Portal saves a lot of time because the teacher is not duplicating lost assignments, students are aware of the due dates, and parents love it (p. 21-22). Information can be added daily to keep the blog up-to-date, unlike the school web page; information about school teams, clubs, and events can be added in a timely manner.

Blogging is also an excellent tool to use for research purposes and can be further enhanced by adding RSS feeds. For example, if a student is researching climate change, every time someone else posts about climate change, the post will be sent to the student, as well. Students must use critical analysis and evaluation skills when reading a number of sites because much like Wikipedia, anyone can post to the web. Students can check for authorship and followers to help aid in the research process.

Nowadays, there are so many people adding content to Blogs that one can subscribe to RSS feeds according to interest. RSS feeds enable the content to come to you, instead of the other way around, thus saving precious time. A person gets the most up-to-date information when it is added. One of the most popular sites for RSS feeds is Google Reader. One can subscribe to news feeds, thus eliminating the morning paper. I did not sign up for an RSS feed yet. I checked out Learning Commons and Web 2.0 blogs. I will subscribe as soon as I have more time to read feeds or as Aaron suggested, make lists so that I can read later.

The Blogging classroom could also eliminate a heavy reliance on paper in a classroom that has sufficient access to computers. Another plus to blogging is keeping in contact with parents. It all depends on the purpose of the Blog. Blogging and subscribing to RSS feeds is a great learning tool in the classroom.

References

Richardson, W. (2010). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Thousand Oaks: Corwin.

Twitter

I see a huge potential for Twitter as a professional tool in education. It is also fun. I love to follow interesting people and see what they Tweet. I have saved a few interesting articles in Delicious and Diigo that I wanted to keep. I am still a browser; I have made very few comments on Twitter; however, I will progress as time goes on. One can pose a question to Twitter and get an answer right away. I actually like the text feature, so I don't know how I am going to like the addition of pictures and images, as mentioned by Aaron in the Nov. 20th Google Hangout. As our students are more visual learners though, I think Twitter will really take off with the visual changes.

I really like the idea of creating lists, as mentioned in the Nov. 20th Google Hangout session so one can go back in time and read. Private student lists can be created for classroom assignments, such as English character studies or writing projects--teaching students to be concise using less than 140 characters. I can see this as a great tool for teacher-librarians for many reasons: updating patrons on events in the library, notifying followers of great reads that have just come in, sending out information about web sites for research projects--the ideas are endless. I also suggest to enthusiastic learners in the education world certain people I think they would like to follow just to get them started in the Twitter world. Fun! Fun!

Discussion - Digital Footprint

Issues related to privacy and personal digital footprints are often being debated in schools and libraries. Schools and libraries debate the issues related to privacy and digital footprints for many reasons. One of the major reasons is the concern for young people's safety. People fear that youth are at risk from sexual predators, identity theft, not getting enough exercise, not interacting in social situations, and targets for cyberbullying. Worst case scenario is that youths are at risk of committing suicide as a result of making poor choices on the Internet. For example, some people post pictures of a compromising nature or of drunken parties. However, it is the media that perpetuates these negative issues. Young people may be educated in the positive use of social networking and warned of the dangers of the Internet beforehand.

Parents and educators must teach young people responsible online behaviour. Youth may be educated in the proper use of the internet and shown that what is posted on the Internet is there forever and cannot be erased. It is important to educate young people that future employers may be influenced in their hiring decision by what they see on the Internet. I googled my name to see what someone else would see. I wasn't surprised by the results, as I have used the Internet for my teacher-librarian courses, so mostly everything was professional. 

Students gain valuable skills that will benefit them later on in their future careers.
Imagine how disappointed they will be if poor choices interfered with their dream job. Education in prevention is the best defense against fear.

Allowing students to access social networking sites teaches young people many skills that are very useful, such as socializing, communicating, collaborating, creating web sites, reading, writing and researching.

While many fear that young people share too much personal information, they can be shown how to restrict access to their pages. Young people should only friend people they actually know and use privacy settings. Actually, they do not have to share any personal information if they are not comfortable. A person should only share what they are comfortable in sharing; you do not have to share your real birthday, or your real name. Last names, photos, school names, phone numbers and addresses make it easy for predators to locate victims. Teach young people to avoid giving out this information. Social networking sites are great for keeping in contact with family and friends, but they can also be useful for looking for jobs, or displaying your talents. Students should be taught to keep their digital footprint on the Internet as professional as possible.

Social Networking

Facebook and My Space are the two most popular social networking sites. The popularity of these two sites alone show how important it is for people to feel connected. I use Facebook mostly to see pictures of my grandchildren as I have a few grandchildren who do not live in the same town as I do. Also, Facebook helps everyone in the family keep in contact no matter where they are. I like to play games when I have time. I used to be one of those hated Farmville players, but now I usually just play word games, such as Scrabble and Lexulus. I had to laugh at ?'s You Tube video post about the 25 things I hate about Facebook. What a great video. While most of what was included in that video is so true, I would not want to give up my Facebook account. One has to appreciate the amount of creativity that gets posted every day.

Myspace is not as popular; however, it will probably make somewhat of a comeback because Facebook is getting to be too busy. Some people just want to keep it simple. I am not familiar with Myspace and do not intend on creating an account at this moment.




While sharing and connecting are such a huge part of students lives, they need to be taught the safe use of protecting their identity and their reputation on these sites. The apt scenario of letting the teenager borrow the car without any lessons first applies to responsible and safe use of the internet, as well. Young people should be aware of what they are posting by keeping in mind that everyone, including grandparents, teachers, and administrators can view postings. Posting inappropriate material--language, pictures, and gossip--may come back to haunt them in the end. Imagine posting pictures of the big weekend party to find out a few years later that you did not get your dream job that you having been waiting for because of a lapse in judgment. Future employers may check out one's Facebook profile to see if a person will be the proper fit for their company or not. Additionally, protecting how much one shares is important as some people on the internet are not who or what they say they really are--impersonating someone to get personal information or trying to meet a contact in person puts a person in a potentially dangerous situation. Teaching students to be safe online is a must--the benefits of sharing and connecting will outweigh any risk factors.

Positive information or connections with professional contacts is the power of these sites for collaborating, sharing, and learning. I have seen Facebook used in some classrooms. The teachers make groups. For example, a Work Experience teacher keeps in contact with her students through Facebook and texting; she finds that the students respond much quicker than in previous years when she was not using Facebook. In Berger and Trexler's (2010) book, Choosing Web 2.0 Tools for Learning and Teaching in a Digital World  the authors mention twelve reasons to use social networking (p. 164) for improving and developing students skills in sharing knowledge and learning with others:

  1. Creates real-life friendships through similar interests or groups.
  2. Enhances technology and communications skills.
  3. Promotes creativity.
  4. Presents new or diverse views.
  5. Provides practice editing/customizing content.
  6. Shares creative work.
  7. Supports user's needs to affiliate.
  8. Offers opportunity to practice safe, ethical, and responsible use.
  9. Creates an environment that fosters participation in online communities.
10. Expands/creates friendships.
11. Encourages user-generated content--videos and photos.
12. Allows educators to reach students through medium they use every day.

The potential for collaboration, sharing, and learning allows for students who are enthusiastic and engaged learners. I know that just in this course alone, I have learned so much that enhances my education practice to such a higher level in the classroom. In addition, my professional learning will always be current and up-to-date on a continual basis because of social networking tools.

Ning provides a focus (although I think I went off on a tangent) for groups of similar interests. I checked out the teacher-librarians' Ning--phenomenal! The TL must join or become a member. Teachers can use Ning for specific group projects, or research assignments. The students become members. Planning a Ning looks like it takes a considerable amount of time to create; however, it would be well worth the time and effort. Active participation is what makes these social networksso successful. Disappointing is the fact that Ning is going to charge a fee; I was under the impression that it was free.

References

Berger, P. & Trexler, S. (2010). Choosing Web 2.0 Tools for Learning and Teaching in a Digital World, Santa Barbara, CA: Libraries Unlimited.

Web 2.0 Presentation Sites

I created an Animoto using an English 12 group's independent novel project on Yann Martel's Life of Pi. The group created a game board. I did not take pictures of the game cards though. A lot of creativity went into the students' project.

https://email.animoto.com/pub/cc?_ri_=X0Gzc2X%3DWQpglLjHJlYQGNTB1B9GiGXwoEuUHXCBkilNM861sYWVXtpKX%3DWBBUR&_ei_=EudOGAIid8eTVaybGhicyEgz7qpgfRzJdWn_JPcrzEplw4wmIs3sAoaT2xl6Thz9nqL4N1KE9-M4Pr5bdrRVQkNV4_9MyREhg0_sMUOeEVU-Ue9Ud8enKac6LYeGkL4TD7HGZ0fip1MmC7UWVfKzPxrQj3evYCa80uo.

First time I created a Glog. Life of Pi Glog Check it out.

I can see the potential of using Glogster in the classroom or the Learning Commons. A stimulating, multimedia, visual format is definitely more interesting and engaging to students nowadays.


The following is a Movie created by a group of English 12 students. Asseff Lohrab is on trial for the crimes he committed in The Kite Runner. The movie the students created is based on a Dr. Kane talk show. The video is complete with two commercials and bloopers at the end. It is quite entertaining.

It won't upload or I am doing something wrong. Will edit post later.

Update: video is either too big or I do not know what I am doing.

Tried to compress the file to make it smaller; still did not upload.

I have spent too much time trying to upload this video to my Blog.

At first, I was going to save to You Tube; however, I decided to cancel the process as the students had their names in the credits, so in the interest of safety, I decided not to post. Just take my word for it that it is awesome and shows the power of students sharing, collaborating, and learning.

For the same English 12 class, the Life of Pi group recorded a series of Podcasts--eight in total--in addition to, the creation of their game board.

Again, the result was very engaged students in the collaborating, sharing, and discussion of the novel. The discussion was very deep and thought-provoking, more so than a list of vocabulary and questions could ever do.

Reading in an Online Environment

Reading in the Online Environment

How do you read in a Web 2.0 world?

            If I need to know the answer to something, I Google it. This gives me an idea about what I want to know about a topic. However, I am aware that online  information is not always peer reviewed, so I look for edu, gov. suffixes. For example, typing in “earliest dinosaur” will yield over two million results. The first result is Wikipedia. Wikipedia has one answer; then, I clicked on the second result—what do you know—a different answer. I clicked on a few more results and I got a different answer each time. However, I tend to trust an edu answer because I know that educational institutes research their work. Databases also offer more trusted information, but databases are also considered traditional information. The beauty of reading in a Web 2.0 world about any topic is that the information is linked, which can lead a person in many directions anywhere in the world. Since I have started this course, I would check out a variety of other places for information, such as Twitter, Delicious, Diigo, professionals, etc. The list goes on and on.

            The Web 2.0 also helps me stay in contact with family and friends. I check my email accounts and Facebook accounts to stay up-to-date with family events. Family and friends post pictures, which can be viewed in a matter of seconds. I text on a regular basis with my family and friends. Just recently, my sister and I planned a trip to Mexico for the December break all through texting. My airline tickets were sent through email. I bank online. My newspaper is emailed directly to me online; I skim over certain sections or scan what I want to read. Advertisements and sales are sent through email. Reading in a Web 2.0 gives a greater amount of information available through a variety of resources at my fingertips. I may choose to read it, save it, bookmark it, ignore it, or delete it.

Is reading online different from reading traditional print texts?    

Reading online is very different from reading traditional print texts because online reading is interactive, collaborative, reflective, and instant. While readers may interact or collaborate face-to-face with print material, readers of online texts may collaborate, actively participate, and interact with a much wider audience—worldwide. Although many books have pictures, charts, and text, most are usually read in a linear fashion usually about one topic while an online screen may contain pictures and charts, it also contains links which the reader may click on; thus, reading may be in a non-linear fashion. Reading on a screen is more visual, “interactive” (Kelly, 2010). According to Kelly (2010), “[r]eading becomes almost athletic” meaning that you cannot “read without moving your body.” Reading online takes a person in many directions because “everything is linked to everything else” (Kelly, 2010). I find that one can click links forever, so sometimes it is important to remember the original task at hand. Books go through a reviewed and editing process; however, a lot of online material is not reviewed by professionals and is unedited. Possibly one complaint of an overwhelming amount of information at the click of a finger is that a lot of information is not researched enough or reviewed by experts in the field; however, most people have an opinion or feel they can correct misinformation. Just look at Wikipedia as an example. Mistakes are corrected “in a single click” (Kelly, 2010). There is usually a message at the top of a Wikipedia page mentioning the fact that the material must be referenced if proper citing is not followed. While books have an index, glossary, and table of contents for finding specific information, online reading has a search or find feature which allows the reader to go directly to that section of an article. As a society that is used to instant gratification, Kelly’s (2010) last line in his article explains the biggest difference between reading a printed book and reading online: “Screens will be the first place we’ll look for answers, for friends, for news, for meaning, for our sense of who we are and who we can be.”  For example, when an earthquake hit the coast of BC recently, I Googled it and then followed Tweets on Twitter on CBS news website. It was amazing to see how the news spread so fast, almost viral. My daughter-in-law posted pictures of my grandchildren dressed for Halloween on Facebook; I received the pictures instantly. Reading online is current, is now.

While Richardson (2010) mentions in his article, “Reading as a participation sport” that he loves his IPad, and that he is ready to give up printed books altogether because they collect dust on his book shelf, I am not ready to go that far. I read for relaxing entertainment and to avoid the million (hyperbole here) distractions throughout the day. I love to get totally engrossed in a book. I do not know how many times people have said to me when they catch me crying or laughing while reading that it is only a book—fictional characters. I love to cuddle up in bed and read before I go to sleep at night. I have an e-reader, but I choose to read books. However, the e-reader will definitely come in handy when I travel because it is much lighter and I can put a few books on it. In response to Richardson’s (2010) article under comments, Dale Holt put the difference between reading a traditional print book and online material in excellent perspective. He said, “I will use any method necessary to get reluctant readers to start. We should value reading in all its forms not try to de-legitimize what will probably be the most highly used form of reading for students in the next 10years (sic).” I tried very hard to understand why a reluctant reader would choose an online book over a traditional print book. I made up a pretend scenario in my head. For example, I would ask my nine year old grandson to read a book to his six year old brother before bed. He would probably say: “No, I do not feel like it.” Then, I would tell him he could read a story on the computer. He will say: “Okay.” So, I ask myself, what is the appeal? The laptop is like a game that can be manipulated (Either that or he plays games like most other boys his age when it is time to go to bed, LOL). When reading Paul Hamilton’s comments posted after Richardson’s (2010) article, “Reading screens, writing screens, touching screens,” he answers the question about why some reluctant readers would choose reading a screen over a book. He states: “When reading from a small iPhone screen, instead of from a paper or a larger screen, my reading focus, reading rate, and retention rate all seem improved.” I feel the exact opposite, but the idea is that a variety of reading formats be available for different types of readers.

What strategies do readers need to develop in order to effectively read different kinds of texts?

Strategies that readers need to develop in order to effectively read different kinds of texts are having a purpose for reading, summarizing and paraphrasing information, using graphic organizers, making connections with what they are reading and any pictures or diagrams on the page, asking questions in order to be an active reader instead of a passive reader and also provides a focus, and identifying text structure, and most importantly, making personal connections with what they are reading. Add to these strategies the idea of collaboration and discussion, and a reader may create a whole new perspective from various points of view. A shy student in a class may feel more inclined to respond in an online environment. Readers who follow these strategies can effectively read a variety of texts.

Do you read electronic texts (online, on the computer, using an e-reader or an iPad)? What are your experiences reading these different texts?

I usually print out the material that I must read. I read with a pen in my hand and I write out questions, make comments, underline key points, and make personal connections. I do not know why, but I do not like reading on the computer. I love to read printed material. I read anything and everything. I purchased an iPad for my son (He could not buy an iPad in Tumbler Ridge), who wanted to give his girlfriend an iPad for a Christmas gift; however, I have not used one myself. She loves it. My son bought me an e-reader for my birthday, but I haven’t put a book on it yet and I have had this device for a couple of years; however, I plan to use it on my vacation. When I read online, I tend to get distracted by all the links. I find the links very interesting, but then, I do not finish what I am doing in a timely manner.

How can teacher-librarians model or promote this kind of 'new' reading to colleagues and students?

Teacher-Librarians need to purchase and model how to use many different devices for reading. For example, not only should the teacher-librarian buy a hard copy book, but he or she should also purchase books in audio format, e-reader format, and MP3format (Playaways). Ideally, the TL would buy an iPad, but realistically, this is a very expensive item in tight economic times. Promoting reading of a variety of texts can be done through the library web page, displays, and BLOGS. The TL can also use Twitter to discuss books. The TL can have “Teachers’ Favourite Reads” displays. Previously, I wrote a proposal to Raise-a-Reader for Follet Playaways and I received a very substantial grant. I purchased Playaway titles that matched our independent novel study sets. I did a presentation to the English department, the PAC, and the administration of my school. Information may be sent home in a Newsletter to parents. I used to send home information how to access databases from home and lists of new material purchased for the library. Last year, I had a contest for students who read The Hunger Games and watched the movie. I purchased five books and circulated them throughout the school without signing them out through the library. The students were to pass them on to anyone else who wanted to read the book next. The idea was to get students reading who do not normally come to the library every day and to get students discussing the book and the movie on a BLOG. However, while a lot of students read the book, not very many people commented on the BLOG. It is also important to have current up-to-date programs and equipment in the library. There is nothing more frustrating than trying to promote this ‘new’ kind of reading if it is not readily accessible.

What leadership role can/should teacher-librarians and lead teachers take in this area?

The main idea is being current and one step ahead of your colleagues and students, so that you can promote new reading strategies. It is important for the TL to be aware of new upcoming ideas, resources, and technology. The TL may make suggestions, offer to teach a lesson (and mark it), collaborate with colleagues to create innovative and authentic lessons. The TL should demonstrate through staff meetings and workshops how to BLOG, use Wikis, use Twitter, You Tube, Flickr, etc. for collaboration, and reflective lessons for student use and professional use. It is also helpful to communicate current best practices with your administration. The Learning Commons concept was demonstrated to the senior administration in our district and the next thing you know, the principals were asking the TLs how they were transforming their libraries, and then, were supported with the necessary funding. The TL must be a visible leader in the school with a focus on student learning and offering a variety of information in several different formats. Information must be available on devices that the students are using. These students must be taught how to access information responsibly and effectively.

References

Kelly, K. (2010). Reading in a whole new way. Retrieved from: http://www.smithsonianmag.com/specialsections/40th-anniversary/Reading-in-a-Whole-New-Way.html?c=y&page=100&device=iphone&c=y

Richardson, W. (2010). Reading as a participation sport. Retrieved from: http://weblogg-ed.com/2010/reading-as-a-participation-sport/

Richardson, W. (2010). Reading screens, writing screens, touching screens. Retrieved from: http://weblogg-ed.com/2010/reading-screens-writing-screens-teaching-screens/