Author Archives: jelkaplan

We are Not Alone!

Posted on by
6

 

Eifel Tower

 

A recurring theme that we have explored in this blog has to do with establishing an environment for collaboration within a school community.  Who should be the leader?  What should it look like?  What is our role?  How do we define collaboration?  Who does it benefit?

We are not alone.  These are not questions that are unique to the teacher librarian perspective, but are being asked again and again by others who are trying to shift the paradigm in teaching and learning.   Moving from an isolated classroom to co-teaching in a variety of learning spaces requires rethinking possibilities for instruction.   Derek Hatch, a contributor to the Connected Principals Blog, posted on Feb. 7, 2014, “True collaboration is a very important skill and it is something that I believe we need to teach our students…both directly and by example.”  As an administrator, he lays out his vision of nine components present in true collaboration, and they all sound very familiar. Adults lead by modeling, shared vision, trust, time, flexibility, understanding roles, commitment, shared leadership, and risk taking. For teachers to teach students to collaborate, they need to talk the talk, and walk the walk.

One of the most important things that an administrator can do to improve collaborative practice within a school is to establish a shared vision, and secondly, to allow time and flexibility for all teachers, not just classroom teachers, to explore and refine ideas about collaboration. Without the time to really delve into collaborative teaching, and the flexibility in schedules and expectations, teachers will find it hard to move forward on the other components that Hatch lists. That is a real challenge, and the commitment needs to be there to build and continue collaborative relationships over time, not just one year.

As Melissa suggested last week, the 7 Spaces for Learning should also be part of that vision. Let’s get out of the classroom and into the world, physically and virtually.  In this day and age, we are not confined by four walls, learning happens in multiple places and dimensions.  There are many exemplars to guide the way.  Just look for successful collaborative teaching projects that are shared through school websites, Youtube videos, Twitter and other social media.

Here’s an example of a school where collaboration is valued and celebrated.  Find out how a whole school in rural Vermont took a trip to Paris, France.  Enjoy the tour!

 

References:

Hatch, Derek. (2014). “More on Collaboration: Essential Ingredients.”  Connected Principals (weblog) Feb 7, 2014.  http://connectedprincipals.com/archives/10189  

Kelly, Julie. “Welcome to Paris.” (2014).  WCAX News. Feb 20, 2014 http://www.wcax.com/story/24778900/welcome-to-paris 

Image: Classroom Clipart c.2011

 

 

 

Building Bridges, Weaving Threads

Posted on by
Reply

bridge

During the month of January, BCC bloggers have explored a variety of themes that reflect the ever changing role of the teacher librarian in the school community, but one consistent thread has emerged. The role of bridge builder and ombudsman for connecting all the stakeholders-administrators, classroom teachers, specialists, parents, community members, and students-is one that needs to be cultivated intentionally and with forethought.  I suggested a goal for reaching out to a new audience, not just preaching to the choir.  Judi wrote about breaking down the silos between professionals through the blogosphere with an upbeat response to promoting classroom and school libraries together.  Sue shared her own experiences as a bridge by providing library collections for classroom teachers, and Melissa honed in on advocacy as a means for building connections and partnerships between teacher librarians and stakeholders.  A key message from all of these ideas is the need to be proactive, and not reactive.

A good way to begin bridge building is to get out of the school library and into classrooms and other learning spaces in your school. Even if you are on a fixed schedule, make time to walk in others’ shoes, see challenges through others’ eyes.   Listen closely and observe what is happening. Be a detective. Take note of initiatives, demands on schedules, or problems that might impede learning that effect the whole school environment.   Find out what is on the principal’s hot list, because s/he is usually on the hot seat!  Then ask yourself, how can I be part of the bigger picture, and align the school library program with the wider school community?

Tracey Wong writes in the October 2013 issue of Library Media Connection, “I learned that building bridges is a way of life if you are passionate about your work.” (30)  Once at loggerheads with her principal, she was able to turn the relationship around by using five key points for building bridges learned in an advocacy class with Deb Kachel at Mansfield University.  She goes on to describe the five points and how they continue to guide and improve her school library program, as she grows professionally and personally as she collaborates with multiple stakeholders. The five key points for building bridges include building communication, community, relationships, partnerships, and resources.  To see how she flipped her thinking and became proactive, read the entire article!  It’s inspiring and presents a model to follow.

How do you build your bridges?

 

References:

Wong, Tracey. 2013. “Building Bridges.”  Library Media Connection 32 (2): 30-1.

 

Image: Microsoft Clipart

 

 

 

 

 

Happy New Year!

Posted on by
Reply

whichway

 

Here we are already to embark on the 15th year of the 21st Century-hard to believe as it is.  Here are some random thoughts:

 

 

  • Children born in 2000 will be entering high school this year.  Are we preparing them to be innovators and explorers of the future, or are we preparing them to take tests?
  • Wikipedia is 13 years old on January 15, 2014.
  • Facebook and Twitter have been around since 2004 and 2006, respectively.
  • NCLB had a target of 2014 for all students to be reading on level by third grade. What happened with that?
  • When do we stop talking about 21st Century skills?
  • Is collaboration a worn out word or just getting started?

Traditionally, the beginning of a new year gives us an opportunity to take stock and aspire to new goals, but with all these random thoughts bouncing around inside my head, I have found it a bit challenging to get a grip on goals for a profession (education/librarianship) that is undergoing a paradigm shift.  As a result, I choose to look at small steps we have to take to accommodate and embrace change. If we do not, we will be left in the proverbial dust.  School librarianship is poised to take off or crash and burn depending on our own leadership at the local, state, and national levels.  We all have to step up and lead by example, not just wait for the “RIGHT TIME.” The time is now.  Here are some baby steps we can all take:

  • Collaboration is multifaceted and layered, and not dead!  Find your level of comfort and make connections in your school or community-physically and virtually. Collaboration is a hot educational buzz word, and teacher librarians are resident experts in schools.  Just do it!
  • Show and tell about what you do.  Most people don’t understand all the hats you wear in your job.  Social media is a key to getting the word out.  Find a new audience. Don’t just preach to the choir. Create a brand for yourself and your school library.
  • Rewrite your job description based on AASL recommendations, and share it with your administrators.  Make sure that your evaluation system matches your job, too.
  • Believe in the collective capacity of groups of like-minded individuals.  Together we can.  Engage your colleagues, your students, your parents in projects that create change.  Build that culture of collaboration that supports an exchange of ideas and learning.
  • Continuously reflect on what’s working and what’s not. Find the “pockets of excellence.”  Be flexible and nimble, and ready to change course if need be. Remember, it’s about kids and learning.

In 2014, I challenge you to take just one of these small steps to guide your year as a teacher librarian.  I will be working on many of them, too, as I support pre-service teacher librarians and librarians in practice in my role as a library educator.  I’m excited about all the possibilities and the enthusiasm that I see every day in the field.  Together we can!  Have a great year!

 

 

 

Assessment Toolbox

Posted on by
Reply

toolbox-md

What’s in your assessment toolbox?  As a collaborating co-teacher, or instructor in your own library classroom, you need a variety of assessment tools that measure critical thinking and comprehension, as well as knowledge and performance.  So many assessments, so many choices-how do you pick the right one? Formative and summative assessments range from simple to complex, and depend on the goals for the activity or unit and the age/level of the student.  Good assessment tools inform the teacher and the student about progress.  Teaching and learning can be adjusted according to results of assessments. They are  essential elements for effective instruction.  So with that said, do you have some favorite ways to evaluate learning?  Would you like to find new ideas that are quick and easy?  What are some technology apps that bring a creative twist to the tried and true?

Here are a few links to explore that might give you some new tools for your toolbox:

Jennifer LaGarde’s  “Adventures of Library Girl” blog (Dec. 3, 2012) has a compendium of digital tools for using for assessment: http://www.librarygirl.net/2012/12/library-girls-picks-best-digital-tools.html

Kathy Schrock’s website-not to be missed-many examples of rubric and assessments: http://www.schrockguide.net/assessment-and-rubrics.html

West Virginia Department of Education website, page on formative assessment: http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html

Do you have other suggestions to add to the list?  Share them here!

(Image: clkr.com)

 

 

 

 

 

 

 

 

 

Collaboration and Assessment

Posted on by
Reply

fair use fairy school A rubric that includes a cartwheel, scented paper, and handout dances? How does that measure learning about hot topic issues in school librarianship?  Why can’t assessment have a sense of fun and play?  See it here!

The end of the semester is a busy time in higher ed, but exams, projects, and reflections in coursework give instructors a chance to assess and celebrate student learning. Best educational practice and strategies for teaching may vary according to the developmental age of the students and by content, but a major goal in any classroom is to engage and excite learners. The question is how do you as an instructor recognize and honor learning?

Assessing student learning has not been a focus for teacher librarians in the past, but when new standards and collaboration enter the picture, TLs have to step up and be part of that process.

Learning about assessment through authentic examples embedded within a graduate course demonstrates possible techniques for creating assessments that inform both students and instructors about knowledge and performance.

Recently, my co-instructor and I here at the University of Vermont met with students face to face for the final class this semester.  The course is offered in a blended format, two face to face classes at the beginning and end of the semester, five videoconferencing sessions at various times, and Blackboard modules that support online communication and work.  The course, Management of School Library Media Centers, is an overview of the various administrative and leadership roles of the teacher librarian in the school environment.  Sounds dry, doesn’t it?  There are many projects and ways that students are assessed and self assess during the course.  Reflection through personal blogs is a major expectation. Written reports, and evidence of leadership and collaboration are also part of assessment. Technology is infused throughout, and students are encouraged to stretch themselves out of their comfort zone. Feedback is ongoing between instructors and students.  It’s a huge amount of work for both!

So, here we are wrapping up our time together by sharing the fruits of a semester long project that requires students to choose a hot topic of interest, find a group of like minded folks, collaborate across time and space to identify resources and talking points for the pros and cons of the issue, and to create a skit that shows evidence of learning to be performed at the final class.  Why not make it fun, and a bit less serious?  One way to do that is to ask the students to collaborate to devise a rubric that gets to the heart of the matter, but also encourages creativity, humor, and playfulness. Setting the expectations for both serious and playful criteria generates groans, but opens lots of possibilities that unleash creative juices.  The results on Saturday delighted us all.

A sampling of skits:

  • Remix/Fair use:  The Fair Use Fairy School-three fairies popped a quiz, “What would you do?”  Winners in the audience got to wear a super star cape and fairy dust.  Serious topic-good examples, and resources provided-and lots of laughs. (Photo above)
  • Graphic novels:  A disgruntled Grandma, happy ELL teacher, and struggling reader who turns a cartwheel at finding engaging literature. All with lavender scented handouts!
  • Banned books: Three points of view-grumpy parent, clueless administrator, and eager students ready to teach friends about censorship. Humor and satire galore revealed serious issues.
  • Grants:  Teacher librarian makes herself indispensable to a principal by leading the way in finding grants.  The principal says, “ We are eliminating your budget. I hope it doesn’t impact you too much!”  Skit included a baby born to one of the students during the course, adding a new criteria to the rubric.
  • Open source platforms: Panel of crazy hat people arguing the pros and cons of open vs. paid Integrated Library systems.  Great handout dance.
  • CIPA:  A manic dialogue between an administrator, a congressman, and the personification of art and porn-filled with clever humor about the purpose and quixotic implementation of  internet safety rules for children.

Who says teacher librarians can’t have fun?

Photo: Judy Kaplan

 

 

 

 

 

Time for Collaboration Thanks

Posted on by
2

photo-1Up early to wrestle the turkey into the oven, and thought maybe a few of you might be doing the same!

Traditionally on Thanksgiving, we look forward to gathering with family and friends, and we celebrate those things for which we are thankful.   So this year, I have added some new reasons to be thankful, and, not surprisingly, they include recent opportunities for collaboration in my professional  life.

  • The collaboration blog experiment:

A little over a year ago, I was invited to have an adventure with three other library educators in launching a collaborative blog about collaboration.  The brainchild of Judi Moreillon, our mission was to share research, best practices, co-teaching ideas, and our own experiences about the many facets of collaboration in today’s schools.  Social media was our vehicle to reach pre-service and practicing teacher librarians everywhere to generate discussion and comment.  Along with Melissa Johnston and Sue Kimmel, we met virtually through a Google Hangout and through emails to organize a framework to publish our ideas on a rotating basis.  As far as Judi could determine, there was no other blog quite like this one, so it was an experiment. We are still going strong, and are learning as we go- with continual tweaking and reflection about improving content and delivery.  I have thoroughly enjoyed the experience and have appreciated a venue to share my voice on the art and science of collaboration and education that really resonate with me.

One of my highlights at the recent AASL Conference in Hartford, CT was the chance to get together with my blogging partners face to face.  I had met Sue at the AASL Fall Conference in 2012, but I had not met Judi or Melissa in person, only virtually.  It was a treat to have a “real” conversation with others in the profession who walk the walk, and talk the talk in higher education.  Each one of us has a unique lens and voice for examining aspects of collaboration that improve learning for our colleagues and our students.  I so admire how they can manage the spinning plates: teach courses, conduct research, write books and articles, speak at conferences, and of course-blog!   In the photo above you can see our smiles, as we enjoyed the moment-from the left, Judi, Judy, Melissa, and Sue- convening at Starbucks.  Thanks to all of you, and I look forward to continuing the adventure…

  •  Collaboration for advocacy:

In my posts earlier this fall, I shared the story about collaborative efforts for advocacy by the Vermont School Library Association.  When faced with a situation that required collective action to effect change,  our membership rallied to advocate for retaining language about school library staffing and programs in Vermont State Standards for education.  Currently, as the process is still unfolding, we have been successful in that effort, and expect that the end result will be increased visibility of the role of teacher librarians and commitment to school library programs in educational communities around the state.  I am so thankful for the close collaboration and relationships that have been forged in our work together.  Thank you Denise Wenz, President of VSLA, Heidi Huestis, Chair-Professional Concerns, Marty Reid, Vermont State Librarian, and Jill Remick, Project Director for Education Quality Standards, and many others,  too numerous to mention for all your hard work.

Final thoughts:

In spite of the challenges, it’s a wonderful time to be involved in education and teaching.  I’m thankful for the energy and inspiration that comes from working and collaborating with my friends in the field.  Kudos to you all for making a difference- today and tomorrow.  Happy Thanksgiving.

References:

Morris, Rebecca. (2003, Nov. 25). AASL wrap up. School Library Monthly. Weblog.  Retrieved from:  http://blog.schoollibrarymedia.com/index.php/2013/11/25/aasl-wrap-up/

Peterson, Karyn. (2013, Nov 21).  Vermont school librarians fight to keep libraries in state standards. School Library Journal. Weblog. Retrieved from:  http://www.slj.com/2013/11/schools/vermont-school-librarians-fight-to-keep-libraries-in-state-standards/#_

Photo: Melissa P. Johnston

 

 

Are Teacher Librarians Foodies?

Posted on by
Reply

As I was reading Sue Kimmel’s latest article in the September/October Knowledge Quest (2013), it occurred to me that food, or imagery about food and food preparation epitomize the work that we do as teacher librarians.  No kidding, think about it. We relate to the underlying axiom that plentiful, tasty food is a pleasurable experience for all humans.  Food, especially chocolate, can break down barriers and open up social interactions that lead to meaningful understandings and relationships.    What we offer in the school library program is access to food for the brain, and a place to partake of those yummy morsels in a social setting.  Am I being too corny???

Joking aside, Sue’s message from “Pass the Chocolate-Planning with Teachers,” paints a picture of a successful sustained plan for collaboration with colleagues in the elementary school where she was a school librarian.  In regularly scheduled planning meetings in the school library, the team of teachers and librarian came together to talk and plan instructional opportunities for their students.  She explains the year long experience, and the various processes that can serve as a model for other school librarians who are looking for fresh ideas for expanding collaboration in their schools.

Central to the planning process, which produced patterns of activity which she labels-orienting, coordinating, making connections, and making sense-was an observed activity that she calls “drifting.”  “Drifting might be considered off task, but it represents one of the ways that team members get to know each other when personal or family information is shared.”(49)    That happened when someone would say, “pass the chocolate.”  Social bonds and commitment to the group are important keys to moving the planning forward. Food and humor provide a respite from the mental hard work of planning, and a time to drift off topic before refocusing on the task at hand.

In this hectic, data driven world of education, it is refreshing to remember that we have to take time to drift.  Our students need this time, too.  Deep, real learning is hard work. When I see teachers and students who are scheduled by the minute, I wonder if we are not taking enough time to reflect on learning for either group.  Social interaction, with or without food builds community and leads to shared experience for learning.

I used to tell students in my school library, “Look around you. Think about this place as a candy store for your brain.  Sample all the different flavors and have a feast.”  As most school librarians, I always had M & M’s or something to share in my office, too.  Monthly faculty pot luck breakfasts or lunches happened in the library media center, and opportunities to build community and collaboration often resulted from them.  I have to admit, I have always been a foodie.

And remember what Joyce Valenza has been saying for years, “Think of the library as more of a kitchen than a grocery store…”  See what I mean, fellow foodies!

References:

Kimmel, Sue. 2013. “”Pass the Chocolate: Planning with Teachers.” Knowledge Quest.  42 (1) : 48-51.

http://joycevalenzafan.blogspot.com/ (accessed Oct. 27, 2013)

Microsoft Clipart

Collaboration:Build a Plan for Advocacy

Posted on by
Reply

In last week’s blog post, I outlined the scenario that has been unfolding in Vermont concerning proposed changes in the state statutes that describe school quality standards.  In the draft document, language about school libraries and staffing was eliminated, and a group of volunteers from the Vermont School Library Association (VSLA) has been collaborating to make sure that the language is reinserted.  So far, the action plan that was developed through the collective capacity of the group has been well received, and we are quite confident that our advocacy is on a successful track.

Here are a few ideas about collaborating for advocacy based on our experience:

  • Set group communication and actions-meetings face to face and virtual-Google docs, presentations, Skype, email, listserv.

Our group began meeting in late August, just as the school year was underway. Certainly, it was not a time for leisurely study of the issues, and we were aware that the Vermont Board of Education would be scheduling public hearings on the proposed changes in October. Our window of opportunity would be short.   Since we represented schools in both urban and rural areas from far corners of the state, we set up Google docs and used Skype when someone could not meet face to face.  TGFG-Thank goodness for Google!  After brainstorming a “to do” list, each person took responsibility for a piece of the action, and shared through our Google documents, presentations, and email.

  • Understand the issues, and the process, develop talking points.

Fortunately, the State Librarian was part of the group, and her contacts at the state level allowed us to move forward quickly.  The person who was the project coordinator for the revised document was very helpful in explaining the process so far, and also for helping us to understand that we still had an opportunity to suggest changes.  As a talking point, we developed a chart that compared the previous document to the proposed one. It clearly showed that all references to school libraries and library staffing had been eliminated. It included our suggested language to be reinserted, as well as, a rationale for school library programs, regionally and nationally.

  • Create a list of possible contacts, and supporters.

Brainstorming our own contacts, we came up with a list of possible people who might be in a position to help in advocacy planning.  We knew that we would need to alert our membership, but we wanted to have a clear message before we “called in the troops.”  We knew that we wanted the message to focus on the impact on students, not on our jobs.  We wanted to show what would happen if school library programs were not available for children all over the state.  Lots to think about!

  • Create a timeline of events, actions.

Through the State Librarian, we were able to schedule a meeting with the Secretary of Education, so that we could advocate for restoring language about school libraries and school library staffing to the Education Quality Standards.  After that meeting, we were assured that he would support our request with the State Board of Education during the review process.

On September 17, the president of VSLA, Denise Wentz, and I made a presentation at the monthly meeting of the State Board of Education.  Our focus was on the positive impact of school library programs in our state. See slide 22  for our concise talking points, “Why a School Library Program?”  https://docs.google.com/presentation/d/1RAY0bX0RwK1Ets1ky80DWH9KxftZADVcCZ7Ft8ZdTbc/edit#slide=id.g11a3c625c_2_42

Three public hearings will be held in October, and we are encouraging or members to bring supporters who will tell why school library programs are important to them.  Alternately, we are asking supporters to send letters or email to the Board during the public comment period.

  • Gather resources to support talking points.

Have your ducks lined up in one place that can be shared with all stakeholders. There are many resources available from a variety of organizations, experts, and bloggers.  In order to share the best of the best with our membership, we have gathered recommended “go to” sites, infographics, and documents that can be used to support school library advocacy.  We are happy to share them with everyone through this livebinders link: Advocacy for School Libraries  http://www.livebinders.com/play/play?id=1014077&backurl=/shelf/my

  •  Communicate with membership and other stakeholders.

Advocacy is an ongoing and organic process.  In VSLA, we will continue to focus on advocacy at all levels. It is not done by presenting at one meeting to administrators or school board members.  It is accomplished day to day with intentional purpose for making sure that the school library program is visible and essential for all learners.  Blogs, photos, newsletters, and websites are great vehicles for continuing to put a face on our programs.  Have a brand, have a mission, and don’t be afraid to shine.

 

 

 

 

Advocacy=Collaboration+Leadership

Posted on by
Reply

worldThe collective capacity of a group of like-minded folks is amazing.  In past posts, we have spoken about the benefits of belonging to professional organizations, at both the national and local levels, and I would like to share how the Vermont School Library Association (VSLA) has been responding to a situation that emerged recently.  Members of the organization are working together to make a difference and bring about change in a positive manner.  In a way, these actions have been a wake up call for all of us to understand the need for ongoing advocacy for school library programs.

A little background:

Since 2000, the Vermont State Statutes that define School Quality Standards have included language that describe staffing and school library resources. Throughout the state, school districts hired school librarians and supported school libraries as a result of the legislation. At the time that these standards were established, there was a school library media consultant at the Vermont Department of Education.  During reorganization in the early 2000’s, the position was eliminated.  Administrators and school librarians had guidelines, but no one to consult for questions that concerned school library programs.  The Vermont State Librarian who oversees public libraries took schools under her umbrella, and provided many resources that have continued to be helpful, and we have been fortunate to have that commitment and support.

Now:

In October 2012, a committee was formed by the Vermont Commissioner of Education and the State Board of Education to revise the School Quality Standards to update changes in educational policy that reflect current goals and practice-now called Education Quality Standards.   The members of the committee worked diligently for months to describe an educational system that meets the needs of today’s learners in Vermont.  School leadership, professional learning, curriculum and instruction, collaboration, and personalization of learning are detailed in the document, but with no one at the table to explain the school library program and its impact on all of these  topics, language about school libraries and the role of school librarians was eliminated from the document.

Enter VSLA.  While the process was unfolding, a group of members worked together on suggested language that could be included in the document, and submitted it to the committee.  When the final document was approved by the committee, there was still no direct mention of school library programs or staffing.  The next step is for the State Board of Education to review and prepare the document for legislative action. Meanwhile, the executive board of VSLA appointed a group (of volunteers) to advocate for our proposed language.  In a meeting with the Secretary of Education, we have been assured that there was no intent to leave out school libraries, and that appropriate language would be included in the next phase. We are continuing to use this opportunity to raise awareness about how school library programs contribute to transforming learning in schools.

As a group of volunteers who have busy work and family lives, we have added another role-full time advocates for what are passionate about. The trick is to remain positive, upbeat, and to collaborate with our stakeholders.  We want our students, parents, colleagues, and administrators to think about aspects of the school library program that improve their lives.  We are encouraging them to share their thoughts with the State Board of Education through comments at public hearings, email, and letters during the month of October.  This is all happening on the fly as we develop a strategy for advocacy as a group. What we realize now is that this is a continuous process, not just for VSLA, but for each and every teacher librarian in every school, every day.

What we have learned is that collaboration for advocacy is more important than ever.  In Empowering Learners (AASL, 2009), the various roles of the school librarian have been updated to reflect the changing landscape of education in today’s world.  Leadership is a mantle that we may not willingly take on as teacher librarians, but one which we all need to embrace, and when we work towards common goals, and speak with a unified voice, change can happen.

Next week: Resources for Advocacy-Collaborating to Build the Plan

References:

Empowering Learners.  Chicago: ALA/AASL, 2009.

Microsoft Clipart

STEM + Inquiry=Collaboration

Posted on by
1

00439573Sue Kimmel posted recently about finding ways to connect and collaborate with teachers using the Common Core Math Standards and literacy. This week I want to encourage reaching out to make connections around science initiatives, too, by looking at citizen science.

Citizen scientists ignite a passion for science and inquiry through participation in authentic projects that actively make a difference in scientific knowledge on large and small scales.  With the current emphasis on science, technology, engineering, and mathematics (STEM) in many school districts across the nation, the citizen scientist collaborative model for collective inquiry, gathering and analyzing data, and problem solving can be used to generate enthusiasm and curiosity in science classrooms.

Here is an opportunity for teacher librarians to become acquainted with the Common Core ELA Science Standards 6-12, and the Next Generation Science Standards, and to bring some fresh ideas and resources for developing curriculum units with other classroom teachers.

As an instructional partner, and co-teacher, we have to continue to build our teaching toolkit with pedagogy and content knowledge.  For students to become citizen scientists in their schools and communities, teacher librarians and teachers collaborate to design meaningful learning opportunities that engage curious minds, require action and reflection, and help solve real world problems.     Or, you could also get your students interested in a citizen science club that could have a physical and virtual presence in your library media center!

What is “citizen science?” you might ask.  How does technology play role in the collective capacity of amateur scientists all over the world, or in your own community? How can you develop a unit of study that replicates or enjoins some of the authentic work that is done by citizen scientists?

Here are a few ideas to get the ball rolling with both teachers and students:

Recommended reading:

  • Citizen Scientists by Loree Griffin Burns presents an approachable overview about the impact of citizen science for young people.  It’s a great introduction to some of the current projects around the world and shows how global citizenship is enhanced by making connections and contributions by individuals.  As an example of narrative non-fiction, is can also serve as a model for Common Core Reading and Writing Standards.

Edutopia website has a couple of related blog posts:

Youtube videos that present examples of authentic science inquiry:

  • “Digital Fishing on Citizen Science Cruise,” shares the educational program of the Crystal Cove Alliance in Newport Beach (CA) that immerses Students in the science of marine protected area management.http://www.youtube.com /watch?v=u6m2tqZMD3s
  • “Technology creates Citizen Scientists” relates the critical role that technology plays in allowing citizen scientists to help solve real world problems at local and global levels. http://www.youtube.com/watch?v=81hhecI0p5k

Websites:

  • “Scistarter: Science We Can Do Together” offers many projects and ideas for scientific inquiry and citizen scientists. http://www.scistarter.com/

Calling All Citizen Scientists!

I’m sure there are many opportunities in your local school and community for getting your student citizen scientists involved in helping to solve problems.  Catch the STEM wave that is a natural fit for your library program!

 

References:

Burns, Loree Griffin (2012). Citizen scientists. NY: Square Fish. http://us.macmillan.com/citizenscientists/LoreeGriffinBurns

Brunsell, Eric. (2010). A primer on citizen science.  Edutopia (2010, Oct.13). Weblog.  Retrieved from: http://www.edutopia.org/blog/citizen-science-eric-brunsell.  .

Common core Initiative: English Language Arts:  Science and Technical Standards (2011). Website.  Retrieved from: http://www.corestandards.org/ELA-Literacy/RST/9-10. .

Digital fishing on citizen science cruise. (2012, Sep. 25)  Newport Beach, CA: Crystal Cove Alliance. Video.  Retrieved from: http://www.youtube.com/watch?v=u6m2tqZMD3s.

Next Generation Science Standards. (2013). Website.  Retrieved from: http://www.nextgenscience.org/.

Phillips, Mark. (2013, April 17). Teaching and the environmental crisis: resources and models. Edutopia . Weblog.  Retrieved from: http://www.edutopia.org/blog/teaching-environmental-crisis-resources-models-mark-phillips.

Scientific American: Citizen Science. Website.  Retrieved from:  http://www.scientificamerican.com/citizen-science/.

Scistarter. Website.  Retrieved from: http://www.scistarter.com/.

Technology creates Citizen Scientists. (2012, Aug. 16) California Academy of Science.  Video.  Retrieved from: http://www.youtube.com/watch?v=81hhecI0p5k.

This thing called science part 6: Citizen science.  (2013, May 23). TechNyouvids. Video.  Retrieved from: http://www.youtube.com/watch?v=N6eN3Pll4U8.

Microsift clipart.