A Reading Journey
Gaining confidence is one factor that can describe the difference between the start and end of the semester along this learner’s reading journey. It means confidence that the reading sources found expanded the understanding about the two educational theories presented. There is indeed the problem of remembering the names of the theorists but this can be resolved by knowing that that particular information can be easily found on this learner’s personal learning environment as well as on the Internet. There is renewed confidence that searching is part of the journey.
The reading sources were found on the Internet using keyword searches. The sites were evaluated based on the CARS criteria: Credibility, Accuracy, Reasonableness, Support. (CARS, n.d.) The premise for focusing on the Internet as a primary source is to experience what students do when “Goggling” for information while being mindful of the evaluation criteria for websites and information found on the World Wide Web. The accessibility of the information was another consideration; colleagues who want to further explore a website know it is found in this learner’s personal learning environment or the course blog. The submissions to the course blog were chosen to link to sites with potential for most interest.
Topic 1 Educational Theory and Practice
The constructivist theory proposes that students should be actively engaged in gaining knowledge and in reflecting on their learning process. (Educational Broadcasting Corporation, 2004) The behaviorist theory proposes that students with positive or negative reinforcement will know and understand the specific behaviors of the learning experience. (Office for Teaching and Learning, 2002) The constructionist [emphasis added] theory is based on constructivism. It proposes that students use technology “intuitively” as a tool to construct knowledge and information and once that happens, formal teaching and learning takes place. (Papert, 1980s)
Re-learning these theories has forced an evaluation of how they form this learner’s instructional design philosophy. Student centered: Student demographics, knowledge and interests are considered. Learning-to-learn focused: Where, when, how information is found is just as important as what the information is. Collaborative and shared: Knowledge and strengths become tools for the community. Active and engaged: Problems, projects, decisions generate questions, inspire searches, creates knowledge, affirms self, encourages others. Reflective: Evaluation of process, actions, products and later apply to new experiences. (Hammond, Austin, Orcutt, and Rosso, 2001) The constructivist theory is truly the foundation.
Recognizing how these theories are applied in education has helped this learner to understand the contribution and cooperation among educators and education-related organizations. Most of the learning and teaching models, such as Flipped Learning Model, Understanding by Design and Classroom Instruction That Works are built on the constructivist theory. They propose mindful planning of instruction with clearly established goals, capitalizing on students’ innate desire to learn, using technology as one tool alongside other real world tools, and building in practice of thinking skills and collaborative skills. (Bennett, Kern, Gudenrath, and McIntosh, 2012; Understanding by Design, 2013; and ASCD, 2013) Direct Instruction and computer assisted learning are based on the Behaviorist theory. They structure the learning environment so that feedback is immediate and learning is rewarded. (YouTube, 2008)
A teacher-librarian with a solid understanding of theory and its application can strive to create an environment suitable for all learning styles so students can strive toward a desired goal, learning and enjoying the journey along the way.
Topic 2 Curriculum and Accountability (K-12, academic institutions and training)
The curriculum is the learning experience planned for or encountered by the students. Curriculum writers have a driving philosophy which can be based on the educational theories explored earlier. This philosophy is evident in the curricular outcomes and activities. (What is curriculum development?, n.d., ppt slides)
The United States Department of Education does NOT write the curriculum for the nation’s schools. With funding from the No Child Left Behind and President Obama’s Race to the Top, the implementation of Common Core State Standards, laws and mandates, it does, however, heavily influence how the states establish standards, plan the curriculum, purchase resources and assess progress. (US DOE, 2008)
Beginning in 2003, the Guam school district implemented Zig Engelmann’s Direct Instruction Reading, Language, and Math programs in all but one of the elementary schools and the following year in the middle schools. The hope was to improve instruction and so improve standardized test scores. In 2013, the district schools must now implement the Common Core State Standards and use Direct Instruction and or Success For All as supplemental resources. Throughout this decade, the district’s school libraries were either shut down or turned into reading program classrooms with some teacher-librarians teaching the given program. With the advent of the Common Core State Standards and its focus on literacy skills across the content areas, teacher-librarians must more than ever advocate for the library’s mission.
Teacher-librarians can shape the school library as a hub of learning and learning resources. The school library program must support the school so that the teacher-librarian will teach alongside classroom colleagues, promote student mastery of learning, and uphold the principles of life-long and love of learning. (AASL, 1996-2013, Mission)
Topic 3 Collaboration
The articles read present a broader description of collaboration. Montiel-Overall (2005) describes four models: coordination, cooperation / partnership, integrated instruction, integrated curriculum. Each model shows the degree of time invested in working together and the product of the investment. The study by Webb & Doll (n.d.) confirms that there are degrees of collaboration, even with a “program” such as Library Power.
Webb & Doll (n.d.) also presented the challenges of implementing collaboration. One challenge is overcoming the status quo of “isolated” educators. Another challenge is making the time to learn how to collaborate. Perhaps a bigger challenge is administrative support for collaboration, which includes providing coverage for a common planning or “buy in” to the concept.
As a teacher-librarian on Guam, these alone will be great challenges to overcome. The isolated librarian with a separate schedule and resources is the current image. However, Professional Learning Communities is one way to change the isolation, along with committee or organization membership or sitting in with grade level or department meetings. Marketing the library services to all school stakeholders – families, custodians, faculty can explore the possibility of learning beyond the classroom. Re-imaging the library concept into a learning commons will have to be explored.
Introducing collaborative exercises will also have to be explored. Not everyone can play well with others. Introducing a skill at professional development days or faculty meetings are opportunities for building collaborative skills. Providing lesson ideas to use in the classroom or applying such skills during “library time” may promote the concept of collaboration as well.
Topic 4 21st Century Skills and Information Literacy
This topic is the most daunting task to explore because of the numerous models which all have some value – in their presentation, in their use of terms, in the explanation of the terms. There is also a vast amount of information about – information – provided by each model and the sources which were attempts to define the concepts related to information literacy.
Because this is the second half of the Library and Information [emphasis added] Science degree, this learner recognizes how much more knowledge and understanding is personally needed. Much of the courses have taught the library science aspect of the degree and exploration of this topic must be expanded beyond this course.
Information Literacy (IL) provides “the skills to know when we need information and where to locate it effectively and efficiently.” (ALA, 1996-2013) These skills include how to use technology and the Internet and how to evaluate the information found to make informed decisions or adopt appropriate solutions. The term “mindfulness” is often used but does describe the importance of IL as knowledge and skill for this 21st century.
As a teacher-librarian, the opportunity to share this knowledge is particularly important having taught English language learners who come from homes which are just opening their doors to technology. The emerging Pacific nations are spread across miles of ocean but are becoming connected with the world through digital technology. The ELs who live on Guam must be as competitive with IL in order to succeed in the digital community.
This success will be challenged by the need to rise above the current “isolation” concept of Guam educators, to design instruction that captures the interest and need of students who may already have digital skills but lack the reflection and evaluation skills to weigh choices and decide intelligently and appropriately. This learner has confidence in learning to meet the challenge. Courage is also a must!