Digital Learning Twitter Chat

This fall graduate students in “IS516: School Library Media Center” are participating in bimonthly Twitter chats. The chats are based on the pull quotes from chapters in Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (ALA 2018).

It is fitting that we are preparing for our chat and talking about digital literacy and learning during “Digital Inclusion Week” (10/7/19 – 10/11/2019). For me, #digitalequityis fully resourced school libraries led by state-certified school librarians who provide access and opportunity to close literacy learning gaps for students, educators, and families.

Monday, October 14, 2019: #is516 Twitter Chat: Digital Learning

 “Digital literacy is the ability to use information and communication technologies to find, understand, evaluate, create, and communicate digital information, an ability that requires both cognitive and technical skills” (American Library Association 2013). As educators with expertise in curating and integrating digital resources and tools into curriculum, school librarians and libraries are perfectly positioned to be leaders and coteachers of digital literacy.

School librarians serve as technology stewards. Stewardship is an activity that requires one to practice responsible planning and management of the resources one is given, or over which one has authority. In school libraries that serve as hubs for resources, effective school librarians curate resources that support standards-based curricula as well as students’ needs for independent learning. Students, families, classroom teachers, and administrators rely on proactive library professionals who plan for, manage, and integrate digital learning tools and experiences into the daily school-based learning lives of students.

Access and equity are core principles of librarianship. With their global view of the learning community, school librarians have an essential role to play as digital literacy leaders who help address gaps in technology access and in opportunities to use digital resources for learning and creating.

In schools with plenty, school librarians advocate for a digitally rich learning environment for students and coteach with colleagues to effectively integrate digital resources, devices, and tools. In less privileged schools, librarians will dedicate themselves to seeking funding and advocating for students’ and classroom teachers’ access to the digital resources and tools of our times.

School librarians can be leaders in codeveloping, coimplementing, and sustaining digital learning environments in their schools. They commit to closing the gap between access and opportunity by collaborating with classroom teachers and specialists and ensuring that the open-access library makes digital learning opportunities and tools available to all students.

#is516 Chat Questions
These are the questions that will guide our chat (for copy and paste).

Q,1: What are the benefits of #coteaching digital literacy/or collaborating to integrate #digital learning tools? #IS516

Q.2: What future ready dispositions are students practicing when engaged in #digital learning? #IS51s6

Q.3: How do you or how can you serve as a technology mentor for individual Ts? #IS516

Q.4: How do you or how can you serve as a school/system-wide technology mentor? (Share a tool or website!) #IS516

Please respond with A.1, A.2, A.3, A.4 and bring your ideas, resources, experience, questions, and dilemmas to our conversation so we can learn with and from you!

For previous chat questions and archives, visit our IS516 course Twitter Chats wiki page. Thank you!

Work Cited

American Library Association. 2013. Digital Literacy, Libraries, And Public Policy: Report of the Office of Information Technology Policy’s Digital Literacy Task Force. www.districtdispatch.org/wp-content/uploads/2013/01/2012_OITP_digilitreport_1_22_13.pdf

 

Inquiry and Reading Comprehension Twitter Chat Summary

On Monday, September 23, 2019, graduate students in “IS516: School Library Media Center” participated in a bimonthly Twitter chat. The chat was based on the pull quotes from Chapter 3: Inquiry Learning and Chapter 4: Traditional Literacy Learning in Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (ALA 2018).

These are the four questions that guided our Twitter chat

As the course facilitator, Twitter chat moderator, and chair of the American Association of School Librarians (AASL) Reading Position Statements Task Force, I had a pressing reason to mine students’ thinking, experiences, and questions. While the critical role of reading competence is one of AASL’s core beliefs (AASL 2018, 4) and inquiry is one of the shared foundations described in depth in the new standards (67-74), the link between the reading comprehension and inquiry learning is not explicit.

A question posed recently on a popular school librarian Facebook group heightened my level of concern for how school librarians perceive their roles as teachers of reading and how they view the relationship between information literacy (or inquiry) and reading comprehension strategies.

These are a sampling of the students’ tweets.

Beliefs (about information, inquiry learning, and reading comprehension strategies)

@the_bees_knees
A4. Inquiry, information literacy, and reading comprehension are like a three-legged stool. Without any one of the three, we don’t really understand why we keep falling down.  #is516

@K8linNic
A.3: Common beliefs: Literacy is IMPORTANT & ESSENTIAL! Reading = foundational skill necessary for success in school/life. Literacy support is more than promoting reading #is516

@OwlsAndOrchids
A3: Both classroom T’s and #schoollibrarians highly value traditional literacies. Reading, writing, listening & speaking are core parts of learning. Without mastering these skills, students aren’t able to properly learn about other subjects or succeed in life. #is516 @iSchooK12

@bookn3rd2
A.3 SLs & Ts believe literacy learning involves giving Ss listening, speaking, writing, technology, print, inquiry, & reading comprehension strategies thru multimodal texts. SLs serve as literacy leaders in their schools. #is516 @iSchoolK12

@clairemicha4
Ts discuss all the time the transition from learning to read and reading to learn. Ss have to have solid reading skills to thrive in an academic setting. This Ts and #schoollibrarians can agree on.

@spetersen76
A.4. All (reading comprehension/information literacy/inquiry learning) require strategy and skill to be successful. With purposeful planning and teaching, Ss will learn how to critically evaluate sources, & read deeply/comprehend across various types of text/media, to be able to successfully participate in inquiry at its fullest.  #is516

@ScofieldJoni
A.3 Another common belief between both teachers and librarians is that the reading element of literacy is not the only important kind. In this day and age, digital literacy is just as important. #is516

@MFechik
A.3: They share a belief that inquiry is an important foundational skill for literacy, which leads to larger opportunities for students as they grow. They also both believe strongly in students’ right to privacy and intellectual freedom. #is516 @ischoolk12

@MsMac217
A.4 @iSchoolK12 Inquiry can’t be done w/o reading comprehension. Ss must be able to support themselves thru difficult texts in order to inquire & reach sufficient conclusions. Plus, inquiry can’t be done w/o the ability to sort thru information & determine what’s valuable #is516

Current Experience

@malbrecht3317
A1: In #Together203, our middle school science curriculum is entirely inquiry-based. There is a guiding essential question for each lesson & students come to an understanding of the world around them by participating in hands-on research labs. #is516 @ischoolk12

@karal3igh
A.1. Inquiry/Research is mostly left up to the teacher, but it is very heavily encouraged! Our math and science curriculum have geared strongly towards #inquirylearning in just the 6 years I’ve taught at my school. #is516 @iSchoolK12

@litcritcorner
A1. Our Juniors currently engage in very inquiry through their research projects. Students get to choose an independent reading book and then research a theme or question based on their book. This gives students a choice but also provides a focus. #is516 @iSchoolk12

@TravelingLib
A.1 Currently, research is used much more in our school compared to inquiry.  Inquiry is mostly seen in science and social studies, but has yet to be integrated well into other subjects. #is516 @ischoolk12

@bookn3rd2
A.1 I mostly saw traditional research in my school. Inquiry research was only done in gifted classes. Low Socio-Eco school, admin wanted classes CC & curriculum-centered. Gifted Ts got all the fun! SLs did no classroom literacy instruction #is516 @iSchoolK12

Less-than-ideal Current Practice

 @lovecchs165
I have never worked in an educational environment when Librarians/Teachers collaborate and have only seen traditional research done in the classrooms…I wonder if other teachers realize what they are missing out on by not collaborating with librarians?

@burnsiebookworm
A1 We’re pretty traditional – more research than inquiry based. Individual classes do their own lessons. For instance, ELA classes do a WW2 project in 8th grade, focused on life on the homefront. @ischoolk12 #is516

@bookn3rd2
A.1 I mostly saw traditional research in my school. Inquiry research was only done in gifted classes. Low Socio-Eco school, admin wanted classes CC & curriculum-centered. Gifted Ts got all the fun! SLs did no classroom literacy instruction #is516 @iSchoolK12

@CydHint
#is516 in the study on teacher and librarian #perceptions about #collaboration, #less than 50% of #librarians believed they should help with teaching note taking skills. #whoshoulddowhat remains an issue

Quote Tweet
@CactusWoman
A.3 Common beliefs are essential starting places for #collaboration. In my experience not all middle & high school Ts in all disciplines saw themselves as “teachers of reading.” This is also true of some #schoollibrarians who do not see themselves as “teachers of reading.” #is516

Effective Practices

@OwlsAndOrchids
A4: #inquiry is reliant on information literacy & reading comprehension. Without understanding text, the information is lost. Being able to recognize when info is needed, find it, assess it, & apply it is a fundamental part of inquiry. #is516 @iSchoolK12

@OwlsAndOrchids
The skills do seem to build upon one another and they are all necessary for total success. #is516 @ischoolk12

Quote Tweet
@burnsiebookworm
A4: Once Ss can get a handle on reading comprehension, skills like making predictions come more naturally, which allows them to move thru the inquiry process. @ischoolk12 #is516

@bookn3rd2
A.3 In the past few years Ts across disciplines within my school have started purposefully teaching reading strategies within their classes. It’d been greatly beneficial in increasing student comprehension, esp. w Nonfiction texts. #is516 @iSchoolK12

@GraceMW
A.4) #InquiryBasedLearning works best when there is a solid foundation of #infoliteracy and #readingcomprehension skills. Ts and #schoollibrarians who help foster these skills are helping curious students be stronger researchers and info seekers #is516 @iSchoolK12

@burnsiebookworm
A4: Reading comprehension is paramount. We use the making #textconnections strategies in ELA classes. Being able to connect to a text is the 1st step. @ischoolk12 #is516

@rural0librarian
A.4  #inquiry, info literacy, & reading comprehension are all tools and strategies that allow Ss to build their knowledge, encourage deeper learning, and become personally and academically competent #is516 @iSchoolK12

Reading Proficiency: A Foundational Skill
The importance of the foundational skill of reading can support or hinder a student’s ability to negotiate meaning in both print and digital texts. Readers applying comprehension strategies such as activating background knowledge, questioning, making predictions and drawing inferences, determining importance or main ideas, and synthesizing regardless of the genre or format of the text. Readers “read” illustrations, videos, audiobooks, and multimodal websites. In this environment, “school librarians can do more than promote reading. We can accept the role as instructional partners in teaching reading [and inquiry] and thrive in performing it” (Tilly 2013, 7).

These preservice school librarians agree that people can be reading proficient without being information literate, but a person cannot be information literate and engage in inquiry learning without comprehending what they read, view, or hear. It is my intention that they will take this understanding into their practice as educators and librarians.

Note: The tweets quoted here are used with permission and the whole class provided me with permission to link to our Wakelet archive (see below).

Works Cited

American Association of School Librarians. 2018. National School Library Standards for Learners, School Librarians, and School Libraries. Chicago: ALA.

Inquiry and Reading Comprehension Strategies. Twitter Chat #2. Wakelet.com. https://wakelet.com/wake/546a25ea-5595-4882-bc71-e883ef153e12

Tilly, Carol L. 2013. Reading instruction and school librarians. School Library Monthly 30 (3): 5-7.

 

Twitter Chat: Inquiry and Reading Comprehension

This fall graduate students in “IS516: School Library Media Center” are participating in bimonthly Twitter chats. The chats are based on the pull quotes from chapters in Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (ALA 2018).

We invite you to join us our chat on Monday, September 23rd from 7:00 to 7:30 p.m. Central Time. Chat questions are posted on this blog on the Wednesday before our Monday chats.

September 23, 2019: #is516 Twitter Chat: Inquiry Learning

When students engage in inquiry learning,
they “build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems”
(AASL 2018, 34).

Inquiry learning can spark students’ curiosity and ignite their passions. Inquiry puts learners in the driver’s seat and leads them to invest in and care about the literacies, skills, and dispositions they develop during the process. As students pursue the answers to personally meaningful questions and engage in real-world projects, they learn how to learn and build their confidence.  Hands-on, minds-on inquiry learning experiences help prepare young people to problem solve when confronted with the inevitable learning challenges that will characterize their futures.

Educators are responsible for creating the conditions in which inquiry learning can flourish. Inquiry doesn’t just happen; it must be expertly designed.

Building connections between required curriculum and students’ interests is essential. When two or more educators plan for inquiry, they increase the resources and knowledge at the collaboration table. They push each other’s creativity and codevelop more engaging learning experiences for students. When school librarians and classroom teachers coplan, coteach, and comonitor students’ inquiry learning process, they create opportunities for students to increase their content knowledge. They help students develop their ability to comprehend all types of texts and build future ready skills and strategies that are transferable to other learning contexts—both in and outside of school.

Comprehension strategies are essential for success in our personal, educational, and professional lives. Throughout the inquiry process, students (and adults) access and use information for which they have little, incomplete, or no background knowledge. “Regardless of the content and whether ideas and information are communicated in print or multimodal texts, students begin and progress on their literacy journeys by learning and developing their ability to effectively read and write” (Moreillon 2017a, 87). The traditional literacies—reading, writing, listening, and speaking—are called into service during inquiry learning.

School librarians can be leaders in codeveloping, coimplementing, and sustaining a culture of reading and inquiry in their schools. When school sites or entire districts adopt and practice a single inquiry model, and teach and reinforce reading comprehension strategies, students will have multiple opportunities to achieve successful deeper learning.

#is516 Chat Questions

These are the questions that will guide our chat (for copy and paste):

Q.1: How is research/inquiry currently taught in your school?

Q.2: What is/could be the connection between inquiry and #makerspaces?

Q.3: What common beliefs about literacy learning do classroom teachers and school librarians share?

Q.4: What is the relationship among inquiry, information literacy, and reading comprehension?

Please respond with A.1, A.2, A.3, A.4 and bring your ideas, resources, experience, questions, and dilemmas to our conversation so we can learn with and from you!

For previous chat questions and archives, visit our IS516 course wiki page.

Thank you!

Works Cited

American Association of School Librarians. 2018. National School Library Standards for Learners, School Librarians, and School Libraries. Chicago: ALA.

Moreillon, Judi. 2017. “Literacy Leadership and the School Librarian: Reading and Writing—Foundational Skills for Multiple Literacies.” In The Many Faces of School Library Leadership, 2nd ed., edited by Sharon Coatney and Violet H. Harada, 86-108. Santa Barbara, CA: Libraries Unlimited.