Blog Post 4: Technology Leadership Role of School Librarians

Society has become inundated with technology and the digital world is something to embrace rather than ignore, especially in the library setting. Technology has allowed the world to shrink and ultimately become connected at the click of a button or swipe of a page. The American Association of School Librarians’ (AASL, 2007) Standards for the 21^st Century Learner have prioritized the skills students need to become functional adults and successful individuals. By promoting a way of thinking and interacting with the world in a way that requires students to inquire, think critically, draw conclusions, make informed decisions, participate ethically and productively in society, and pursue personal growth, the Standards are teaching students to understand the information bombarding them, manipulate it in a meaningful way, and ultimately, go out into the digital world well-equipped and confident in their abilities (AASL, 2007). The digital world is forever linked with the modern students of today, and so should the library be as well. The person responsible and equipped to encourage the safe, responsible, and effective use of information and the place for it in the digital environment is unequivocally the school librarian. School librarians are trained professional, information specialists, with the knowledge and wisdom to instruct students so they might be effective adults with a high chance for success in the rapidly-changing world in which they live.

While some educators and education systems are hesitant to fully embrace technology and digital education, librarians should not be so wary. As Nancy Willard (2010) so aptly expresses, “it’s high time for [schools], and education in general, to establish the fact that internet literacy is an absolute prerequisite for success to 21^st century children”. Specifically sighting concerns related to internet filtering, Willard (2010) discusses how internet filtering is a poor substitute for educating students about appropriate online behavior and more often leads to the denial of legitimate learning content rather than blocking truly inappropriate or invalid content. While internet filters certainly have a place in education, blanket filtering is a sad excuse for teaching students how to determine which information is valuable and important when they interact with the vast digital world. 

The library is a perfect setting for teaching students how to gain the 21^st century learning skills they need to succeed. “Much more than a physical space, the library is now also available 24/7/365 as a virtual learning center” (Koechlin, Zwaan, & Loertscher, 2008). Without having the authoritative control over most information like in the past, libraries should be restructuring their space and purpose to accommodate 21^st century learning by creating a learning commons that promotes and encourages the use of technology and digital resources. A librarian should construct an environment that’s conducive to encouraging the skills of the 21^st century and allow their library to continue being “an essential element to [student] education – a gateway into the vast world of information” (Koechlin, Zwaan, & Loertscher, 2008). If not the librarian, then who will lead the youth of today toward a standard where they are competent, confident, and responsible in their interaction with the digital world of the information age? Arguably there’s no one more suited than the school librarian.

American Association of School Librarians. (2007). Standards for 21^st century learner. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf

Koechlin, C., Zwaan, S., and Loertscher, D.V. (2008). The time is now: Transform your school library into a learning commons. Teacher Librarian, 36(1), 8-14.

Willard, N. (2010). Teach them to swim. Knowledge Quest, 39(1), 54-61. 

Blog Post 3: Technology Implementation Strategies

Kevin McGrath (2015) explores the trend of innovation in school libraries and the necessity for libraries to take on new ideas and structures to stay relevant in the current, technological society of today. He asserts that students are better reached when their environments push them to engage in the “4 Cs: creativity, collaboration, communication, and critical thinking” (McGrath, 2015). Students must become comfortable and proficient with problem solving if they are to be successful. McGrath (2015) believes that the library should lead the way in creating maker spaces and learner-centered environments by redesigning the space of the library and updating the methods used to engage students while they are there.

One example of a new innovation is implemented is an oversized touchscreen display at the entrance of the library. As used in a Massachusetts high school, the table-sized tablet was placed at the front of the library and available for students to use both recreationally and academically (McGrath, 2015).  Students utilized the tablet for activities like games and digital art in a mainly recreational and experimental way. By placing an engaging tool at the entrance to the library, students are immediately engaged in the environment and on familiar footing with touchscreen technology that mirrors their own tablets and smartphones.  Grabbing the attention of the students immediately with intriguing technology opens their minds to the library being more than a, “crowded place that houses books” (McGrath, 2015).

Having grasped the attention of students is an accomplishment, but getting them in the doors of the library doesn’t mean they’ll stay. The true innovation comes in the design of the library and the use of its space. One new use of space McGrath (2015) explores is the implementation of an Innovation Lab. The Lab is a space set aside and intended for exploratory and investigative creative work and collaboration. Filled with new technologies and accommodating work spaces, the Innovation Lab provides students and staff with an area to explore and utilize the library’s resources in a project-based, free-form environment. Once established and demonstrated as a place for invention and presentation, students and staff learn to utilize the space for modernized presentations like TED talks or student-initiated campaigns (McGrath, 2015).

Ultimately, the librarian serves as the facilitator and ‘dot-connector’ between the library’s resources, space, students, and staff (McGrath, 2015).  Sharing duty shifts and Lab rotations, the students and staff learned to work cooperatively in a less-structured environment where they feel more at ease than in the traditional classroom setting. Add in open work spaces and a relevant, up-to-date collection, and students and staff don’t only see the value of the library but feel it and learn to take advantage of it.

Once a library has been transformed into a maker space, the librarian can use the inspiring technologies for their own instruction and programming. The table-sized tablet can be used to incorporate quick, digital polls and surveys for gaining knowledge about the student population and their interests, or possibly, it could be used to advertise extracurricular library programming like book clubs or computer nights. In addition, the Innovation Lab model has endless possibilities like creating a demonstration space and using video conferencing technology for school-wide instruction about digital citizenship, enticing students to use the space and technology available in the lab. Ultimately, rearranging the library so it becomes a flexible, fluid environment with emerging technologies and information creates a community where the librarian, students, and staff can feel comfortable and confidant to take on new information and ideas.

McGrath, K. K. (2015). School libraries and innovation. Knowledge Quest, 43(3), 54-61.

Blog Post 2: Handheld Devices

Barron (2011) discusses the concerns of using e-readers, rather than physical books, as the main medium for reading and interacting with academic texts in examining issues experienced by actual college students and groups.  Main concerns relate to versatility, universal accessibility, and the risk of data loss. Barron (2011) examines student test groups in determining the concerns of replacing physical texts with digital texts as accessed on an e-reader.

The most prominent of concerns is the lack of usability and versatility with e-readers when using them for academic study and reference. One e-reader manufacturer, Amazon, partnered with Princeton University to conduct a study that allotted Kindle E-readers to fifty current students with the intention of using it as their primary source of academic texts and material (Barron, 2011, p. 134). Ultimately, the test group concluded that more features were needed before the transition to e-readers would occur regularly and be preferable to physical texts (p. 135). Students wanted to see improvements in, “highlighting and annotating functions, folder structures (for grouping similar texts), and text navigation functions” (Barron, 2011, p. 135).

Assuming a student does choose to use an e-reader as their main medium for interacting with academic texts during the course of a semester or college career, a consideration must be made for the risk of losing data either through physical damage to the device rendering the data unreachable or internal malfunctions in the device erasing the data (Barron, 2011, p. 136).  Barron (2011) refers to this side effect as the “hidden cost” (p. 136) of using an e-reader as the main source of academic information. While troubleshooting is possible for most digital devices, including e-readers, many options whittle down to completely wiping the device and restoring content in its new format minus all alterations made by the user (p. 136).  Digital malfunctions aside, the construction of an e-reader is often more vulnerable than most physical texts making them less durable than a bound textbook of paper. Essentially, dropping a book will not render it useless while dropping an e-reader may do just that (p. 136).

Finally, Barron (2011) highlights the lack of universal access provided by many e-readers that ultimately leave parts of the population unserved, namely, blind students (p. 136).  While many Android and iOS devices (such as phones or computer apps) allow for text-to-speech, e-readers largely do not have this feature causing them to be completely inaccessible by blind individuals (p. 137). Therefore, universities with blind students must consider this limitation when considering a full switch to e-readers from physical texts and computer-accessible documents.

Having weighed the concerns Barron (2011) discusses, the course of action I would take in integrating e-readers into the school library would consist of the following practices: granting students permission to use their own e-readers, make leisure and academic digital content available when possible, and insure that all needed academic material is available in multiple formats to reach all student needs. Ideally, the library would provide material in a format most preferred by the student population. Depending on the specific needs of my student population and my budget, I will include appropriate amounts of digital and physical content. If my budget allows, I think it would be ideal to have e-readers available for check-out in the library for student use. Should e-readers be available for check-out, I would lead tutorials for students and teachers alike so they can effectively use the device. While our society is certainly making a drastic shift to digital content, it’s important to recognize the varying needs of students and the population as a whole. Providing new technologies and constantly striving to improve them through examination and training will make them most useful and beneficial.

Barron, P. (2011). E-readers in the classroom. Transformations: The Journal of Inclusive Scholarship & Pedagogy, 22(1), 133-138.

Class Projects

Blog Post 1: Technology Strengths and Weaknesses

Considering the five principles of the ISTE Standards for Teachers (2008), there is much to be considered and practiced if we are to be prepared as educators and to prepare today's youth. I am most comfortable and confident in encouraging students to learn creatively and in using technology to promote that creativity. Using supplemental materials such as interactive phone apps, videos, and multimedia presentations transform subject matter into relevant material students are eager to interact with and learn about. Showing students how to balance new technologies with old invites well-rounded collaboration between the teachers, students, and digital world. The students of today live in a fast-paced, rapidly-changing world that offers information at every turn and with every new technological invention and improvement. To maintain effectiveness and relevancy in education, it is imperative that teachers and librarians utilize technology regularly and responsibly so as to serve as examples to our students and to prepare them for success in the digital world of today.    

Facilitating and inspiring student learning is something I promote by integrating technology into lessons and interaction. Abandoning the stand up and lecture model a little more each year, I strive to use current programs and technology in my instruction, tasks, and evaluation. Incorporating interactive polling websites, like Kahoot!, involve students with the content through their mobile devices, grant immediate feedback, and add  convert the lecture into an engaging activity. In addition, using educational video blogs and YouTube segments to supplement lesson content improves the chances of retention because they reiterate concepts in a new format and allow for students to revisit the content on their own time.  Essentially, ISTE Standards 1-3 (2008) are standards I consciously follow and practice.

It’s ISTE Standards 4 and 5 (2008) that I do not as routinely promote, model, or practice. For example, relating to Standard 4 (2008), it is rare that my students and I discuss the proper use of images. With advanced search engines as they are today, it’s extremely convenient to copy and paste images without considering copyright or fair use regulations and restrictions. While I am aware that using images is risky, I have not been very diligent about modeling completely ethical digital behavior. I would like to become more familiar with methods and websites with images and material that is allowable for students and teachers to use without fear of copyright infringement. This is an area where I could participate in more professional development and training to gain the knowledge and skills needed.

In conjunction with fair use and copyright, I passionately believe that one of the most important focuses of librarian and teacher instruction alike should be digital citizenship. Digital citizenship encompasses everyone in the education community. It is crucial that students, parents, teachers, and librarians acquaint themselves with best practices for interacting with and participating in the digital world around us. Learning to implement policies, utilize online resources, and involve myself in professional training are ways in which I hope to improve my instructional strategies and technological prowess.     

International Society for Technology in Education. (2008). ISTE standards for teachers. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf