Assignment 1B: Information Overload

 Assignment 1B: Literature Research and Data Collection 

Have you ever felt lost?  I don’t mean the physical action of not being able to get to a destination, but rather the feeling of not knowing what to do next or where to begin?  

I did not realize that my learning journey would take a few twists and turns on the first week! I am officially suffering from information overload, commonly known as “now what?! syndrome.”  

Last week, I was able to understand a bit better the importance of technology in our current world, how we now need more unique ways to stay connected to our community and how I planned to go about it.  I thought I had a pretty good handle on the key terms I wanted to explore to be able to help our school community be more connected to one another.  I even doubted myself for a moment because I only had 7 terms.  Boy was I wrong! After a few days of reading and weeding resources, I have come to realized that my 7 terms have now morphed into about 50 various resources!  Overwhelming you may think?  Not at all (note sarcasm here.)  In fact, I see this list as a digital tsunami ready to crash down on me!

                                         

As a teacher-librarian, one of my jobs is to make sure that the digital information my students access is curated and weeded so it’s easier for them to explore.  This task was no different, so, after the initial panic of the tsunami of information crashing on me ebbed, I set to work.  

Below is a list of some of the resources I have compiled on the key terms I would like to explore this term.  I think it’s important to note that after reading through the information, I realized that some of my terms can be combined, making my list even shorter.  

1) Media literacy/Transliteracy: Media is a very powerful source that influences the way we see the world around us.  Nowadays, it’s so important for us to teach our youth how to properly interpret all the information being bombarded at them in every possible direction.  For students to become critical consumers in the digital world, they need to learn basic skills, and we as teachers need to teach them those skills at a level they will fully understand.  These skills involve being able to interpret the various platforms, tools and media available to them.   Some resources I have found helpful so far are:

 A) Canada’s Centre for Digital and Media literacy: this website has a very good breakdown of the various aspects involved in media literacy and media education.  What I also like about this website is that it has a chart with digital and literacy curriculum outcomes by provinces and territories.  It also contains examples on how to integrate it in our lessons.  This will help me greatly in the library and to create school-based projects surrounding our theme. 

B) Crash Course: Introduction to Media Literacy: In this video, Jay Smooth explains in simple terms what Media Literacy is and how it impacts our lives.  I really like the way he presents it and can see myself using this video in my library.

 C) Transliteracy as the New Research Horizon for Media and Information Literacy:  Divina Frau-Meigs from Sobonne Nouvelle University, explains in her article how media literacy has paved the way for Transliteracy.  She sees Transliteracy as a “means to harness the potential advantages of media and mitigate the risks of the so-called Information Society.” (Frau-Meigs, 2012)   

D) Transliteracy- Crossing Divides: This is a very interesting journal article written by Sue Thomas et al, where they explain how our current world is full of multiple literacies and how we, as humans synthesize and mold them to meet our needs.  The article also discusses a new project called “Flight Paths,” where the authors are trying to create a networked book through the internet.  Their project is trying to see how using different types of media can help create new narrative forms.  Things like “how can we write to be seen? Write to be heard? Or even write to be smelled?” are studied here.  I find this interesting as I would really like to create a school project using different types of media.  I also found a lecture, where one of the founding members of the term “Transliteracy,” Sue Thomas, explains the concept a bit more.

2) Constructivism/Connectivism: Two very interesting learning philosophies for sure!  The more I read about them, the more I want to learn how to apply this to our school library.  Constructivism is seen as the theory where learners actively construct their knowledge.  In other words, they build new knowledge based on previous experiences.  I personally prefer to call it hands-on-learning.  Connectivism on the other hand, promotes learning through the use of various outside sources such as social media, online networks, blogs, etc.  In other words, we learn by making connections to outside sources.  Here are some of the resources I found most helpful.

A) Constructivism and Connectivism In Education Technology: The main objective of this article is to compare and contrast the two learning theories in depth.  The article also shares peer-reviewed articles on both theories and connects them to education technology and distance education.  I found this information useful because due to the pandemic, we are experiencing a shift in the way we present information to students.

B) Connectivism - A New Theory: This video explains how Connectivism works using various platforms.  I really like the cartoon style presentation used as I can see students really liking this.  The language used is also kid friendly and makes connections kids can relate to.

C) What is constructivism? (Definitions, examples, ontology and epistemology of constructivism): In this video, Dr Kriukow explains what Constructivism is and how this theory works when we collect and interpret data.  Furthermore, he explains how Constructivism works in the classroom, a place where students are actively engaged with one another as they learn new concepts.

D) Psychology for the Classroom: Constructivism and Social Learning, by Alan Pritchard and John Woollard: the chapters I want to point out from this textbook are chapters 3-5.  Chapter 3 touches on the major components of social constructivism and social learning as they relate to our everyday classrooms.  Chapter 4 explains the different approaches within constructivism that have been designed to support student learning in a social classroom.  Finally, chapter 5 shares some strategies we can use in the classroom or library that will promote constructivist learning.  

E) Constructivism in Education, Edited By Leslie P. Steffe, Jerry Gale: The chapter I found most useful for my research was the first one.  It was originally written by Ernst von Glasersfeld, a scientific researcher from the University of Massachusetts.  On this chapter, he focuses on the constructivist approach to teaching as it applies to the process of gathering knowledge and how we as learners adapt said knowledge to meet our needs.  He also focuses on the importance of social interactions and how teachers play an important part in providing scenarios where interaction is encouraged.

3) Digital Identity/Critical Consumerism: E-safety and critical digital consumerism have become hot topics as we continue to move towards a more digital era.  Educators need to help students learn skills that will help them weed out "fake" information and encourage them to question everything they find online.  It is also important to help them understand what digital citizenship is and how to safely engaged in the digital world.  This is a big one for me as I need to come up with ideas on how to help our school community learn these skills, whether it be inside our school building or online.  

Some of the resources I have found are:

A) What is Digital Identity and do we really need it?  This video explains to us how digital identity works, how we can prove our identity online and the dangers associated with it, and how much data Google collects on us and where in cyber space they store it.  It sure is shocking to learn that our information is out there for anyone to find even when we think we are being careful!

B) Decreasing Risky Behavior on Social Network Sites: The Impact of Parental Involvement in Secondary Education Interventions: Ellen Vaderhoven et al, discuss the prevention and intervention efforts to raise awareness to e-safety and how parents and educators play an important role in teaching students how to be safe in the cyber world.  I found some of the tips they share very useful to encourage parents to get involved not only at school but also at home. 

C) Digital Citizenship in Action: Empowering Students to Engage in Online Communities, Mattson Kristen (2017): This book discusses tips for creating a safe digital space for students to try new things, grow through making mistakes and learn what it really means to be a good digital citizen.  The author also shares project ideas, discussion questions to be used in the classroom setting, games, and featured activities we can use not only in the classroom but also at the library.

D) Digital Citizenship in Schools (3rd Ed) Riddle, Mike (2015): I really like this resource as it provides Professional Development activities that can be used with the staff at our school.   It also outlines the nine elements of digital citizenship students should know about and it gives examples on how to incorporate them in our classrooms.  Finally, the book also shares lesson plans that are aligned with the ISTE standards and can be used in the classroom or library to teach various aspects of digital citizenship.

4) Choice Boards: to be honest, the more I read about choice boards, the more I like the concept behind them.  I love how I can use both Constructivist and Connectivist approaches to reach my learners.  

What is a choice board? It is a graphic organizer made up of various squares.  Each square contains an activity that will help students either learn or practice a new concept.  

How does it work? Students can choose one or more activities to complete within a given time.  they can do so in an organized or random order.  I really like how the activity gives students the power and freedom to choose where to start and what steps to take next.  

Some of the resources I found helpful are:

A) Choice Boards: Benefits, Design Tips & Differentiation: This blog is a good starting point as it defines choice boards in great detail, shares some good tips when creating boards, and provides a variety of examples. 

B) How to Make Choice Boards: this video shows us how to create Choice Boards using Google Slides.  They also share a link where you can download free templates to use in your classroom.

C) PLB Profession Learning Board: How to use Choice boards in the classroom: the Professional Learning Board  (PLB) gives us ideas of activities we can use on choice boards as well as useful tips on how to use them for differentiated learning in our classrooms/libraries.

D) The Flexible ELA Classroom: Practical Tools for Differentiated Instruction in Grades 4-8, Chandler, Amber (2017): Amber shows us ways we can adjust our lessons to suit different learning needs while still meeting all our learning outcomes.  She also shares a website where you can download templates, rubrics and handouts. If you have EBSCO access through a post-secondary institution, you can download an online version of her book here.

     

So about that tsunami of knowledge I talked to you about earlier...does it feel more like a rogue wave now? perhaps just a hurricane? or a tiny tropical storm?...are you ready to jump in a raft with me and start making our way to shore?  I know I'm ready to dive in and explore this new found knowledge. I'm also excited to continue discovering new ways to help my school community connect and find their unique stories.  

Stay tuned, my story continues...

The Duchess of Bookington

Assignment #1A: The Stories That Bring Us Together Project

The Stories That Bring Us Together

What’s your story?

 

If there is one thing that this pandemic has taught the education world is how important technology has become.  Face-to-face meetings became zoom calls, classrooms moved from school buildings to the outdoors, textbooks became a thing of the past, platforms like Teams, Schoology, and Seesaw became part of our daily vocabulary, and teachers began to fully realize how important it was to focus more on Social-Emotional learning.

The school I work at was no exception…

In the winter of 2020, our admin shared with us during a zoom meeting the new school theme we would have the following school year.  They called it “The Stories that Bring Us Together” project.  They knew times had changed drastically and we needed to do something to help our students.  This idea came at a time when we had recently accepted that online teaching/learning had become the new “normal,” and we were all just trying to stay afloat amid the Covid Tempest.  Technology had now become one of the most important parts of our lives and many of us were not ready for it.  We, as staff, needed to do something to help our students not only academically, but also socially and emotionally.

Admin wanted to bring our school community together one more time, they wanted us to get to know our new “school culture” and to come up with ideas to help our school community grow stronger even when the pandemic keeps us apart.

As one of the newly appointed librarians, our job was and still is to come up with ways we could help staff, students and their families feel like they belong.  We were stumped…What could we possibly do?! What type of technologies could we use to reach our school community during school hours and after school hours?  We are both brand new at this role and we hadn’t even had the time to learn the system or our library collection.  Fast forward to now and we are slowly moving in the right direction.

The first step was for us to build relationships with staff and students.  Both of us have been teachers at the school prior to taking over the library, so this part was easy.  Once we were back in the building and our restrictions allowed us to have small and controlled gatherings, we opened the library for lunch so teachers could come relax and we have invited classes to come experience the library through centres, lessons, Storytime, or to just curl up with a book.  We are happy to say that after a few months, the library has become a haven for many, a place where learning and fun can happen at once, and most importantly, a place where someone will always be there to lend an ear or shoulder if needed.

            

I had not felt the need to explore other digital possibilities until I started LIBE 477.  I always knew that technology was important, I mean we had just come out of online learning and are currently planning for possible functional closures.  The course content has led me to reflect on what other ideas I can work on that will not only focus on bringing us together as a school, but will also enhance students’ learning so they continue to thrive under stressful situations.

Some of the concepts I would like to explore further are: media literacy,  transliteracy, connectivism, constructivism, how to help others become critical consumers, creating choice boards, and how to create a digital identity safely.

By the end of the course, I want to be able to use media literacy and transliteracy to present equity, values, and culture amongst our students.  I want them to learn through books valuable life lessons and to see technology as one of the many helping tools in 21st century learning.  I want staff and students to become critical consumers in an era where we are constantly being bombarded by thousands of views on social media and the internet.  I want myself and staff to feel more comfortable using various platforms to enhance learning while keeping students engaged, and most importantly, to be able to reach all our learners. 

What’s my story you ask?  Stay tuned to find out!

References:

1) Committee for Children. “Social-Emotional Learning: What Is SEL and Why SEL Matters.” YouTube, 20 Dec. 2021, www.youtube.com/watch?v=OPwzFiuR1m8&t=47s. Accessed on Jan 18, 2022.

2) “Constructivism.” Www.buffalo.edu, www.buffalo.edu/catt/develop/theory/constructivism.html#:~:text=Constructivism%20is%20the%20theory%20that.  Accessed on Jan 19, 2022.

3) Greenwood, Ben. “Is Connectivism the Pedagogy of the Future?” Blog.teamsatchel.com, 11 Mar. 2020, blog.teamsatchel.com/is-connectivism-the-pedagogy-of-the-future.  Accessed on Jan 19, 2022.

4) “Transliteracy.” Wikipedia, 18 Jan. 2022, en.wikipedia.org/wiki/Transliteracy.   Accessed Jan 19, 2022.

5) Reinken, Cassidy. “How to Use Choice Boards to Differentiate Learning.” The Art of Education University, 11 July 2012, theartofeducation.edu/2012/07/11/how-to-use-choice-boards-to-differentiate-learning/.  Accessed on Jan 19, 2022.

6) “Why Teaching Media Literacy Is Important.” Verywell Family, www.verywellfamily.com/media-literacy-how-to-teach-kids-to-be-critical-consumers-5181306.  Accessed on Jan 19, 2022.

7) Wikipedia Contributors. “Media Literacy.” Wikipedia, Wikimedia Foundation, 26 Apr. 2019, en.wikipedia.org/wiki/Media_literacy. Accessed on Jan 19, 2022.

8) Wikipedia Contributors. “Digital Identity.” Wikipedia, Wikimedia Foundation, 1 Dec. 2019, en.wikipedia.org/wiki/Digital_identity.  Accessed Jan 19, 2022.