CASE STUDY USING CBAM AND INTEGRATION MATRIX

FACILITATING POSITIVE SHIFT IN USE OF REFERENCE RESOURCES WITH EDUCATORS;

 I choose  the; CONCERNS BASED ADOPTION MODEL and the University of Florida's TECHNOLOGY INTEGRATION MATRIX for teachers that takes into account ;WHERE a teacher is in their journey with resources and HOW they use can/are being within meaningful learning environments.

I decided to use this matrix along with the CBAM and in particular the Expression of Concern chart to emphasis the psychological/affective side because I felt this combination gave me the most direction in how to proceed when making a change. The 5 by 5 matrix refers to technology BUT I feel as is done in the CBAM models that the word INNOVATION or NEW PRACTICE can be used in place of technology and in this assignment I am referring in particular to reference resources whether digital or print. 

University of Florida Technology Integration Matrix

The point IS  OUR ROLE AS TEACHER LIBRARIANS IS TO HELP STUDENTS ACCESS AND UTILIZE THE BEST RESOURCES FOR THEIR INQUIRY/PURPOSE. 
The CBAM model of expression of concern indicates the feelings and questions that a teacher would have based on their level of concern and the behavioral chart is the physical expression of where they are at. By understanding this the facilitator ( myself in this case) can be more effective in assisting them to progress.
CLICK HERE; for EXPRESSION and BEHAVIORAL INDICATORS of the CONCERNED BASED ADOPTION MODEL


Typical Expressions of Concern about an Innovation/ Table 3.

Stage of Concern	Expression of Concern
6. Refocusing	I have some ideas about something that would work even better.
5. Collaboration	How can I relate what I am doing to what others are doing?
4. Consequence	How is my use affecting learners? How can I refine it to have more impact?
3. Management	I seem to be spending all my time getting materials ready.
2. Personal	How will using it affect me?
1. Informational	I would like to know more about it.
0. Awareness	I am not concerned about it.

I will outline 2 teachers and their pedagogical practice; where they are in the matrix in how they use reference resources in their own practice and with students. I will give them fictitious names to distinguish them apart.

CASE 1- Sue

Sue is a 59 year old teacher who has taught for about 30 years in a mixed aged class of grades 5 to 6 and holds on to her tried and true way of class procedures and instruction.She is comfortable and routine in her procedures.On the expression of concern chart she is on the 3rd pier at PERSONAL on EXPRESSION and PREPARATION for BEHAVIORAL INDICATORS and on the MATRIX with her integration practice of resources my estimation she is at the ENTRY LEVEL.

Students are monitored in their work with a singular common outcome in most cases with little variation.

Sue uses print resources and some technology herself but not with too much meaningful integration.Lessons are often given with a smartboard to all children or in one grade at a time where sue uses a smartmarker  to emphasize teaching on the board .Concrete materials are used as examples by her and sometimes pairs use them for a short time or for remedial use.

There are laptops available and students who prefer not to hand write use them for  word processing (substitution) and sue uses the internet for her individual research and students may use laptops for "research" individually when directed by Sue but no explicit teaching of reference research skills or list of reliable websites. are given. There  are reference resources in the class; dictionaries; thesaurus and atlas but not used  by students very much.The students primarily are listening and watching technology .Sue decides how and when  the resources are used by students.Sue generally corrects assignments with little input from students.

CASE 2 TOM
TOM is a 45 year old teacher of grades 4/5 who is more proficient and aware of  using more innovative resources like digital encyclopedias and using the web in conventional ways and guides students through the steps one by one  together in a sequence with a common or group goal picked by him.There are print versions of reference resources in the class but they are rarely used. Research is generally done individually are not used in collaboration.  The smartboard is used regularly and some meaningful content is talked about while students watch and listen .Educational videos are played for all students to watch with generally lower order questions at the end. Tom generally picks out the resources and directs students though they have a choice sometimes on their topic and those whose handwriting is difficult use keyboarding on a laptap and co writer to help with spelling.

In my estimation on the matrix  Tom is in the ADOPTION Level of integration of resources and 4TH PIER on the CBAM MODEL with CONSEQUENCE EXPRESSION OF CONCERN and ROUTINE BEHAVIOR INDICATOR.

MAKING A GROWTH FLOW TRANSITION ; INVOLVES:
1. Active listening to thoughtful questions
2. Competent understanding of innovative uses of reference resources
3.Relaying this knowledge to help a colleague advance in their use and application for their environment

Theories of change  CBAM MODEL ;from the US Children's summit   summarized  the process like this:
What Do We Know from Research About Change in Teacher Practice? • Change is a process, not an event. • Change is accomplished by individuals, not institutions. • Change is a highly personal experience. • Change involves developmental growth. • Facilitating change requires focusing on individuals, innovations, and the context.

Case 1 Questioning  to pose:
Questions that Sue  at the PERSONAL  EXPRESSION LEVEL and PREPARATION BEHAVIORAL LEVEL and ENTRY INTEGRATION LEVEL are:
 How will it affect me? How will this new introduction of a change on practice affect me? How will I incorporate it into my practice? what do I need to learn?what skills do I need? Sue has decided  that she does want to integrate a new innovation but just needs scaffolding assistance to bring it into practice. Sue is preparing herself emotionally and cognitively adopting new innovations. Sue is at the stage where she has decided that she wants to grow; has some information and is inquiring how to implement it in a conventional way for now.Sue is beginning to move beyond her own needs and concerns and how this new innovation can be integrated and her personal  capacity to mange it.
The questions to pose to bring her to the next level to MANAGEMENT EXPRESSION and MECHANICAL BEHAVIORAL and ADOPTION INTEGRATION;
When can we get together to learn about  this new resource ? What skills do you feel you are lacking? How are you feeling about this change?  Can you come and observe it in practice? What adaptations do you need for your environment? how do you picture using it? Why do you choose to learn this new practice? what would you change or add? Using ACTIVE LISTENING SKILLS is key to fully being a successful mentor and being clear what your purpose and skills are that I  or another mentor brings.

Case 2 Questioning to pose;
Tom has accepted and has some knowledge in use of innovative resources but wants to adapt and grow more proficient and use the tool ina more exploratory way.
Questioning that Tom at the MANAGEMENT EXPRESSION LEVEL ; MECHANICAL BEHAVIORAL LEVEL and ADOPTION INTEGRATION LEVEL are: Why am I spending most of my time and energy on the application?; what can I do to have a greater impact on my students learning? what can I eliminate or add to use this  resource ? How can I explore the possibilities? What skills and information do I need to advance in applying this resource in a more meaningful way? How is the use affecting learning? Is this worth it?
The questions to pose to bring him to a higher level of CONSEQUENCE EXPRESSION LEVEL;ROUTINE BEHAVIORAL and ADAPTATION INTEGRATION  are:
What is working for you?What is not working?What skills; information do you need to help you advance in your use becoming more routine? when is a good time to meet to help you? What impact have you found on your students learning? what did you change? add? keep? what adaptations can you make for special needs in your environment? How do you feel about your growing proficiency in improving your practice?How can you evaluate the impact on students learning? How can you evaluate your use of new innovations?

2. REFERENCE RESOURCES TO INTRODUCE; APPLY and INTEGRATE;
This is list of reference resources that I feel confident and proficient in to share with colleagues when making a transition: for reviews by educators check out commonsense media and school library journal at reviews/reference/world-records-atlases-galore-reference-works/.

DIGITAL REFERENCE RESOURCES:

• kpedia- 700,000 plus articles;Kiddle search engine(child based)kiddle includes kimages and videos
• coolfactsforkids.com-website put together by a mom and 8 year old daughter; limited content easy to read
• knowbc.com includes  online encyclopedia of BC  and of raincoast place names and more-free for all schools in BC)   knowbc/Searching this page explains the many search options
• canadianencyclopedia.ca-everything Canadian at a readable level with links; searchable
• statcan.gc.ca;Canadian statistics ; searchable alphabetically by subject and by key resource such as data tables; articles; maps etc
• scholar.google Google Scholar-bibliographic database; serachable by relevence/date; free abstracts; full text costs money; scholarly literature in many disciplines.high school level and up
• dkfindout.com-great for young readers(up to grade 6) with the colour picure/text  subject and subheadings to click on. Picture links to further learning.Includes videos and a quiz and DK supplementary books that can be purchased on subjects. 
• bcerac.ca-most schools in BC are a member(mine is not so I do not have first hand use) co-operative that evaluates,licensing and acquisition of print and digital resources. Resource training offered; helpful in bringing staff to a higher level of resource use. EBSCOhost database and World book e-encyclopedia age leveled series  etc;
• Smithsonian learninglab-I discovered this on my Twitter feed and explored it.  American based; not comprehensive as a reference source but brings in many formats; video images;audio and is a global sharing platform. Unique in its artists collections; can search by subject /collection 
• Scholastic education technology resources; this a set of paid subscription resources including the reference resource of Grolier online of 8 databases for grades 4 to 12
• OER shared resources; open education; educators share lessons; videos; games. simulations etc. I found the Geo Gebra provider useful for geometry/factions and searching under interactive display.This link is an example. Can search by subject/grade.
• findingdulcinea.com-check out review on commonsensemedia;coined "the librarian of the internet) web subject searches; bibliography of top web sites based on search; has "sweetsearch" option for sites evaluated for reliability

professor Noggin card fact games(set of 38)

PRINT REFERENCE RESOURCES;

• Encyclopedia of British Columbia; harbour publishing;2000 year; 4000 entries;100's of photos, tables,charts,maps,200 plus contributors
•  Scholastic reference list ( I have used scholastic resources alot and found them accurate and readable and they give back to schools with sales) reference resources include;
• scholastic.biographies-5 series set; artists,inventors,leaders,explorers,greats (5 in each)
• scholastic.almanac-for-kids-2016-relevant facts and stats
• scholastic-canada-childrens-atlas-of-the-world-revised-edition(2015) readable;easy to understand;lots of pictures
• scholastic-childrens-atlas-of-canada-revised-edition;includes topographial nad political map;helpful pictures to determine natural resources; gazeteer at back; includes Indigenous group names which is often overlooked
• scholastic series canada-close-up-  21 in set includes all provinces and territories plus weather and animal topics
• scholastic-childrens-thesaurus-revised-edition;500 alphabetical entries;2.500 synonyms suited for young readers; includes example sentence and tip boxes; it had a very positive review for the School library journal
• dk children encyclopedia (2009)New-Childrens-Encyclopedia-DK
• Professor Noggin set of 38 fact card games; subjects;science;geography;history;nature and more. She even takes suggestions of topics!.professornoggin.com( can be used for research and a fun assessment)

This video was useful because it explains the movement from bottom up from ME to IT to US; and reminds facilitators that this can be a long process of change. Taking as long as 5 years to get to the refocusing stage.

UTUBE;FERDI SERIM

CASE 1

To facilitate how to utilize this new resources for Sue I also considered the integration matrix(above) to mentor Sue from entry stage to adoption stage allows students more control of their learning with new innovative resources rather then sue monitoring it step by step  and using collaboration more so then individual only interaction. Cross curricular uses are explored and making connections to outside of school.Sue is expanding to bring technology beyond primarily her  personal use  such as her direction of the smart board for lessons;  using websites for printing off questions.Instead of primarily Google search engine for research; I would introduce her to others such as Kindle and Bing which includes searches for videos and pictures. 

I would  encourage Sue to teach how to use new innovative resources in more meaningful ways; for example

The Points of  Inquiry model

in Science and Social ;Sue can use a Points of Inquiry model inquiry approach- with connect and wonder;investigate;construct;express and reflect instead of question/answer format and instead of using only print sources or just Google searches; by giving students friendly websites such as dkfind out.com./knowbc.com for BC topics instead of textbook reading and answering questions  Sue can encourage collaborative learning with a partner within a framework to facilitate learning. Sue is learning to foster connect/wonder by giving students more choice within a topic and letting them make inquiries-What do I want to learn?To encourage self learning/assessment I would introduce her to quick rubric where she can create her own rubrics at quickrubric.com. This self assessment helps students in a formative assessment check their understanding with the criteria..
This step is about giving up some control and allowing students to take the lead within structure and teaching how to learn; ie gradually now with awareness sharing explicitly other  reference search engines  and not relay on Google only . Digital reference resources I would introduce her to with Canadian content canadianencyclopedia.com ; knowbc.com ;ekiddle ; dictionary.com and bcerac digital database that includes Worldbook subject and age leveled  encyclopedia series(early learning to grade 9 )These reference resources will give students access to information that they can more readily read and understand. Sue will need time to learn to navigate them so she can teach her students. For example; What are the search options? how to term searches properly? (and/or; .edu or combining words with parentheses)
I would also at this step mentor Sue on  how to use and choose print reference resources to make them more accessible and used by students. I would encourage Sue to incorporate uses of print reference sources cross curricular like the Schloastic atlas which show many forms of information/facts through pictures ,charts etc and using a thesaurus for similes in creative writing.
For example the Scholastic Canadian atlas shows the natural resources pictorially and is a reference resource helpful for research. I would introduce  the Professor Noggins cards that can be used in a fun way to learn facts and as a review for students to assess what they have learned and record it and make up their own fact cards to play with a peer.

Case 2
For Tom the shift was to facilitate his progression from a management/mechanical concerns to understanding the innovative practices consequences and its affect on students. For Tom  this is a progress from spending considerable time incorporating new practices to more thoughtfully making educated choices and evaluating what is working or not.
Tom has incorporated innovative practices such as using online encyclopedias such as canadianencyclopedia; dkfindout; ekiddle; etc in a procedural conventional way in which students are given questions to  answer so its used more as a substitution resource. I would encourage Tom to introduce the inquiry process  using the 5 star inquiry approach explained above plus give students more direction on how to learn so they can be more independent and not relay on him to direct their learning.Students can be given more leeway into their choice of research topics and by providing navigational procedures more allows students more motivation to direct their own learning and  promote higher order thinking skills. findingDulcinea.com is a useful bibliography of top web sites based on subject and can provide interactive games and research of topics. This site requires him to do prep work to determine appropriate websites for his students.
One way to facilitate the learning process is through using graphic-organizers  students in partners can begin to make their own connections/wonder as is the first step in the 5 point inquiry model.  graphic organizers help organize information in a meaningful way and graphic organizers come in many forms and can be printed off online or simply drawn; students will begin to choose go's that makes sense to them on their own. They include concept circles; bubble maps cycles, hierarchies, pyramids; relationships, and cognitive process such as KWL and Effects and Causes. To facilitate a shift I would encourage how and why in using reference resources both print(thesaurus; almanac etc)and digital.For example; teaching students to access thesaurus for creative writing; explaining how to use an atlas for populations; global topics; flag images; capital cities and topography etc.
To begin to evaluate  reference resources   I would point him to a few sites such as .commonsensemedia reference-and-research- and School Library Journal are good sources and this criteria from  berkeley.edu/evaluating-resources. I would also show him evaluative criteria for reference materials as set out in Riedlings text(Reference Skills for the School Librarian Tools and Tips; 3rd edition) as a basis for his critical judgement  and observation so he can make the best choices for his environment. The main ones being;

1. accuracy
2. format
3. objectivity
4. curricular connections
5. cost

I would encourage him to access the bcerac cooperative of  BC schools that provides evaluation/licensing and a selection of digital reference resources such as World books(including science power); EBSCOhost database  etc; and have his students work collaboratively using an inquiry based model such as the 5 points Inquiry Model.
I would mentor a movement toward formative assessment with students giving feedback on their own and classmates learning through using rubrics; and constructive comments. .Buncee is a good platform to display information/understanding  through digital slides and  they can be shared  with other students with the teacher having control of comments. Pictures/stickers are selected in Buncee so they don't have to leave the page.  I would encourage Tom towards formative assessments by encouraging more choices as to how students show their work.( Buncee presentation; interview; story writing; model etc.)
By taking the time to assess how these new innovations are being integrated will allow Tom to focus more on  being effective for his students and less on his concerns and management.


When a shift is made it creates a ripple effect and benefits all in a school. I found the chart by Po-sen huang explains what this looks like in how teachers behave within a school undergoing a shift:
CBAM EXAMPLES OF 
USE

As well leading-transitions from Canadian School Libraries is a useful action planning worksheet that could be used individually as well as school based goals for transitions. Their continuum is helpful in the progression of establishing change;

1. Exploring
2. Emerging
3. Evolving
4. Established
5. Leading into the future

This assignment was helpful in putting a framework around where I am and other educators around me in our use of best practices and being open to change and seeing when I would be of assistance to a colleague in beginning a shift for the better!

 RESOURCES;
Fcit.usf.edu. (2018). Matrix | TIM. [online] Available at: https://fcit.usf.edu/matrix/matrix/ [Accessed 2 Mar. 2018].

Nationalacademies.org. (2018). The Concerns-Based Adoption Model (CBAM): A Model forChange in Individuals. [online] Available at: http://www.nationalacademies.org/rise/backg4a.htm [Accessed 2 Mar. 2018].

https://www.usaid.gov/sites/default/files/documents/1865/Roberts.pdf [Accessed 2 Mar. 2018].

Keller, E., Karen Jensen, T., Engelfried, S., MacGregor, A., MacGregor, A., Jonker, T., Jonker, T., Jonker, T., Bird, E. and Karen Jensen, T. (2018). World Records, Atlases Galore, & More Reference Works. [online] School Library Journal. Available at: https://www.slj.com/2018/01/reviews/reference/world-records-atlases-galore-reference-works/#_ [Accessed 2 Mar. 2018].

q=scholastic+reference+books&rlz=1C1GCEA_enCA756CA756&oq=scholastic+refrence&aqs=chrome.2.69i57j0l5.26658j0j8&sourceid=chrome&ie=UTF-8 [Accessed 2 Mar. 2018].

Kids.kiddle.co. (2018). Kiddle encyclopedia. [online] Available at: https://kids.kiddle.co/ [Accessed 2 Mar. 2018].

Coolfactsforkids.com. (2018). About Us. [online] Available at: http://www.coolfactsforkids.com/about-us/ [Accessed 2 Mar. 2018].

dag, p. (2018). Searching KnowBC -- KnowBC - the leading source of BC information. [online] Knowbc.com. Available at: http://knowbc.com/knowbc/Searching-KnowBC [Accessed 2 Mar. 2018].


Thecanadianencyclopedia.ca. (2018). The Canadian Encyclopedia. [online] Available at: https://thecanadianencyclopedia.ca/en/ [Accessed 2 Mar. 2018].


Statcan.gc.ca. (2018). Statistics by subject. [online] Available at: https://www.statcan.gc.ca/eng/subjects/index?MM=1 [Accessed 2 Mar. 2018].

 (2018). [online] Available at: https://scholar.google.ca/ [Accessed 2 Mar. 2018].

DK Find Out!. (2018). DK Find Out! | Fun Facts for Kids on Animals, Earth, History and more!. [online] Available at: https://www.dkfindout.com/us/ [Accessed 2 Mar. 2018].

Bcdc.bcerac.ca. (2018). Access – Introduction – BCDC. [online] Available at: https://bcdc.bcerac.ca/access/ [Accessed 2 Mar. 2018].

Smithsonian Learning Lab. (2018). Portraits, Visual and Written. [online] Available at: https://learninglab.si.edu/collections/portraits-visual-and-written/7fyflopkyjuocyjh#r [Accessed 2 Mar. 2018].

OER Commons. (2018). 100 People: A World Portrait. [online] Available at: http://www.oercommons.org/courses/100-people-a-world-portrait/view [Accessed 2 Mar. 2018].

Harbour Publishing. (2018). Harbour Publishing: The Encyclopedia of British Columbia. [online] Available at: http://www.harbourpublishing.com/title/EBC [Accessed 2 Mar. 2018].

Scholastic.ca. (2018). Scholastic Canada | Open a World of Possible.. [online] Available at: http://www.scholastic.ca/books/search.php?category=reference [Accessed 2 Mar. 2018].
Scholastic.ca. (2018). Scholastic Canada | Canada Close Up: Alberta. [online] Available at: http://www.scholastic.ca/books/view/canada-close-up-alberta [Accessed 2 Mar. 2018].

 https://www.amazon.ca/New-Childrens-Encyclopedia-DK/dp/1405336587 [Accessed 2 Mar. 2018].

: http://bctf.ca/bctla/pub/documents/points%20of%20inquiry/pointsofinquiry.pdf [Accessed 2 Mar. 2018].

Clever Prototypes, L. (2018). Welcome to Quick Rubric – Free, Fast, and Easy to Use! :). [online] Quick Rubric. Available at: http://www.quickrubric.com/ [Accessed 2 Mar. 2018]

.Commonsensemedia.org. (2018). Reference and Research Apps and Websites. [online] Available at: https://www.commonsensemedia.org/lists/reference-and-research-apps-and-websites#tweens [Accessed 3 Mar. 2018].
Guides.lib.berkeley.edu. (2018). Library Guides: Evaluating resources: Home. [online] Available at: http://guides.lib.berkeley.edu/evaluating-resources [Accessed 3 Mar. 2018].


Edu.buncee.com. (2018). Buncee | What is Buncee. [online] Available at: https://www.edu.buncee.com/what-is-buncee [Accessed 3 Mar. 2018].


Sites.google.com. (2018). Levels of Use - Concerns-Based Adoption Model. [online] Available at: https://sites.google.com/site/ch7cbam/home/levels-of-use [Accessed 3 Mar. 2018].

Llsop.canadianschoollibraries.ca. (2018). Appendix 2: Leading Transitions – Leading Learning. [online] Available at: http://llsop.canadianschoollibraries.ca/appendix-2-leading-transitions/ [Accessed 3 Mar. 2018].

Library 2.0 /Blog # 2

Web 2.0 to Library 2.0:

 The Evolving Learning Commons

This topic came about while reading on theme 2 in ;Riedlings book: Reference Skills For The School Librarian: Tools and Tips 3rd ed., of managing and evaluating reference resources within the role of  Teacher librarian. Evaluating myself (eventually)in the role of teacher librarian I felt fairly comfortable with the web 1.0 ie; the one sided use of web resources but not confident using the more socially interactive 2.0 tools I felt unprepared in this  new way of using and evaluating(previous assignment)  these interactive tools and incorporating them  within a Learning Commons . 

What is web 2.0? Its the natural progression from internet use on the world wide web in obtaining/using information to creating,sharing evaluating and collaborating with the information on the web individually and through virtual interaction /crowd sourced collaboration.

With the introduction  of web 2.0  into a learning commons it comes with the responsibility  of using web 2.0 tools effectively and safely and  the opportunity to engage older students in the evaluating,choosing and collaboration process. 

I found this resource helpful for teacher librarians; Teens and School Library 2.0 in summarizing the main  types of web 2.0 tools. This helps when assisting students to access the best resource. These are constantly  updating and changing.My goal is to select with purpose from each category and be proficient in their uses with collaboration with other educators. Its better to be proficient and comfortable in  sharing afew then to be collecting a list that hasn't been thought out and evaluated.

From teens and the school library the main categories are:

1.Collaborative websites; BLOGS;WIKIS;UTUBE EDU
COLLABORATIVE PRESENTATION:(allows for comments/sharing)GOOGLE SLIDES; BUNCEE;EdVOICETREAD-Multi media ;ed.voicethread/;SLIDESHOW(Powerpoint)
Voice thread allows  voice/video comments too.

2.Social Networking sites;MY SPACE; FACEBOOK

3.Photo sharing sites; FLICKR;TUMBLER

4.Audio and video; PODCASTS(ITUNES;CASTROLLER);SKYPE CLASSROOM;YOU TUBE;FLIPGRID;ANIMOTO

5. Instant Messaging; communication; personalized/group-Google Education;FRESH GRADE educators/students/ parents instant online interaction; overdue notices etc)

6.Gaming-Code.org -create simple games PYTHON; MINDCRAFT; AGE OF MYTHOLOGY
check out this blog for how it was incorporated blog/school-librarian-ups-game-uses-gaming-to-increase-readership/

webtools4u2use  is a useful collaborative site ; how to use web tools that shares many examples of web.20 tools.

WITH THESE TOOLS IN MIND THE QUESTION IS  THE ROLE OF THE T.L. IN ENSURING THAT STUDENTS HAVE THE INFORMATION FLUENCY SKILLS TO SELECT ,USE AND EVALUATE THEM WITH THE GOAL OF BECOMING INFORMATION LITERATE.

 One of the main goals of the TL is to help mentor students in choosing the right form of information and how to use it. For example a research project would involve primary resources that are  more credible and wouldn't be based  solely on blogs and utube videos.

Critically analyzing  information resources from Cornell University library states the main criteria headings are;

INITIAL OVERVIEW-note date of web page; revision dates?

AUDIENCE-Who is this written for?

CONTENT(most important;see below)

COVERAGE-primary or secondary? web 2.0 are mostly secondary(direct students to primary as well)

WRITING STYLE

EVALUATIVE REVIEWS-Whose evaluating? Is it controversial? EDSHELF AND COMMONSENSE MEDIA are reliable sources for reviews

Most critical for the teacher librarian  for web 2.0 tools is being made aware how to evaluate what the audience and content is based on being objective; below excerpt from Cornell University library:

Objective Reasoning(content)

1. Is the information covered fact, opinion, or propaganda? It is not always easy to separate fact from opinion. Facts can usually be verified; opinions, though they may be based on factual information, evolve from the interpretation of facts. Skilled writers can make you think their interpretations are facts.
2. Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence? Assumptions should be reasonable. Note errors or omissions.
3. Are the ideas and arguments advanced more or less in line with other works you have read on the same topic? The more radically an author departs from the views of others in the same field, the more carefully and critically you should scrutinize his or her ideas.
4. Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?

These are questions that not only do students need to be aware of when they are reading online but realize how their own contribution/comments affects others negatively or positively.Helpful criticism is an important skill.

Digital citenzenship is an essential understanding that students of the 21st century must be made aware of to realize that technology can be a bridge to others or used to create division and hate etc.What is said on the internet can spread aglobally in an instant. 

Students have an influx of  different types of information and the web 2.0 tools so educators need to provide additional awareness because of the easy availability to post/create/comment etc and abundance of  instant social interaction/platforms and how it can be used for positive/learning opportunities.

Becoming a Learning Commons from Google Pics

How can web 2.0 tools become library 2.o?What does it look like?

1.Space evolves from a quiet library where the librarian holds most of the power and the environment is not conductive to group/partner inquiry and discussion to a Learning commons; where the physical space is conducive to inquiry and group discussion; web use and the TL facilitates for information fluency(skills for how to search; access; use and evaluate tools of information.) to help students become information literate.

2.Digital citizenship is explicitly taught and observed in the actions of students

3.Teens have a say/voice real and digital;assist TL in assessment of web 2.0 tools and print using social platforms like the schools library web page/ Facebook (TL has ultimate control) where they can post reviews;   

4.Teacher librarians explicitly teach information fluency for life long learning in the 21st century

5.TL is proficient in a handful of web 2.0 tools and is constantly learning and evaluating them and uses them to promote reading and reference process skills;

ex/ facebook or school website to advertise author talks; books and digital tools and allows for comments.

6.TL has a PLN-personal learning network through blogs; twitter following(I follow teacher librarian and Montessori educators)webcasts; conferences; library board; etc; to keep up on their own professional development and share it.

                                          From; Utube

Incorporating web 2.0 tools is an on going process that can complement the reference and literacy areas of the library and help to bring students into the library.

RESOURCES;

Issuu. (2018). School Library 2.0. [online] Available at: https://issuu.com/mfebres_pr/docs/articulo_1/3 [Accessed 11 Feb. 2018].

Ed.voicethread.com. (2018). School License. [online] Available at: https://ed.voicethread.com/products/k12/school/ [Accessed 11 Feb. 2018].

Guides.library.cornell.edu. (2018). LibGuides: Critically Analyzing Information Sources: Critical Appraisal and Analysis. [online] Available at: http://guides.library.cornell.edu/criticallyanalyzing [Accessed 16 Feb. 2018].

Google for Education. (2018). Google Classroom | Google for Education. [online] Available at: https://edu.google.com/intl/en_ca/k-12-solutions/classroom/?modal_active=non [Accessed 16 Feb. 2018].

Schoeneck, A. and Schoeneck, A. (2018). School Librarian Ups Game: Uses Gaming to Increase Readership. [online] Ideas & Inspiration from Demco. Available at: http://ideas.demco.com/blog/school-librarian-ups-game-uses-gaming-to-increase-readership/ [Accessed 16 Feb. 2018].

Webtools4u2use.wikispaces.com. (2018). WebTools4u2use - home. [online] Available at: http://webtools4u2use.wikispaces.com/ [Accessed 16 Feb. 2018].

Evaluation of reference work

Evaluation and Replacment of a Reference Work

For this assignment I choose the reference resource of a singe volume format comprehensive Canadian content encyclopedia to evaluate using a rubric and then  using my constructed knowledge from this course and discussion feed from my classmates to  decide upon a replacement  reference (online and/or print) resource that meets and or exceeds the evaluative criteria particular to the encyclopedia source as indicated  from Riedling's text  pg ;71. Reference Skills For The School Librarian. 3rd ed.

The Evaluative Criteria being:

1. accuracy/authority

1. currency/relevency

1. format

1. objectivity

1. cost/rationale

1. curricular connection

1. efficient use of library or computer space

My school library included most of the required reference materials differing in format(single volume) scope and audience its intended for(child/youth/adult) .There  were several thesauruses; (age leveled) atlases;maps;dictionaries; encyclopedias and a subscription to the Chickadee magazine for young children.Our school had subject and alphabetically based encyclopedias. For example subject based; of British Columbia;Dog and Cat breeds and Jewish history. We had two multi volume child subject(countries) content encyclopedias. Missing resources were a database;gazetttes;newspapers; youth magazines and digital sources as there is not a computer space in the library but classrooms have their own and an It specialist who teaches internet/search skills. Each mixed aged classroom from grade 3 and up have a full set of laptops.

 reference area in school library

I choose a comprehensive print  single volume of  The_Canadian_Encyclopedia.; this 2,640 paged alphabetically search inquiry encyclopedia was published in 2000 and has 10,000 articles and 4 million words.It was updated with a Cd-rom at the back in 1991 for the first time.This replaced the 4 red bound volumes but with 1.5 million more words. The editor in chief was James Marsh who  had a National Advisory Board to assist him and this reference involved 250 consultants and 4,000 contributors .

An encyclopedia is a  beginning reference source whose purpose is to educate and inform on a wide range of topics  or sub topics for subject based. This reference resource is useful for its source of information in one location that is accessible and more easily retrievable  providing students with enough information/answers that they can then  go more in depth accessing additional resources. 

 I created a evaluative rubric  of THE CANADIAN ENCYCLOPEDIA using Quickrubric click here  ; evaluation-of-reference-resources rubric

Overall to summarize this resource though exemplary on the accuracy;objectivity and satisfactory otherwise except for currency/relevancy this is a cumbersome heavy reference source that is not conductive to research inquiry skills as its difficult to quickly flip back and forth to other abstractions especially when there is not an overall index to look up search terms  and students must understand the spelling required for alphabetical inquiry .Young children would have difficulty physically using this reference and the fine print is hard to read and the paper is easily torn as well and the cover is annoying a it slops off easily. This is a reference that though not great in accessibility and variability is useful for  specific information as a beginning point or for clarification/answer in  its comprehensive content.This print version has only 2 pages of colour pictures with the flags/emblems at the back and the rest  consisted of afew  small pencil drawings and a couple tables of information.This lack of illustrations is another reason  this reference is not intended for young audiences. 

WHAT REFERENCES CAN I USE THAT WOULD ENCOURAGE MORE INQUIRY AND INFORMATION LITERATE SKILLS? (and meet the evaluative criteria)

The digital format of the Canadian encyclopedia founded through Historica Canada in my evaluation does. I found that it does meet and exceed the criteria especially in being relevant with immediate updates with 60 articles being revised/created per month; it's user friendly format search process and the cross curricular applications in inquiry based learning. This online reference has 5,000 contributors including well known people like Pierre Burton including 19;00 bilingual articles in french. This reference is also free and accessible with any internet connection.This encyclopedia went digital in 2001 to become thecanadianencyclopedia.ca; its publisher is Mel Huritg and editor in chief until recently continued to be James Marsh.

   from their website:

The Encyclopedia contains more than 30,000 multimedia items including images, maps, games, audio and video. Multimedia is augmented through acquisition and partnerships with Maclean’s magazine and The Canadian Press. The new interactive features include curated content exhibits, interactive timelines, immediate updates of important events and a user-generated content map that invites Canadians to share their stories. The site also offers a new learning centre for teachers and parents that contains classroom resources, quizzes and themed study guides.

 I had the opportunity to work with students after I discovered this Free digital reference in their research of Canadian Resources in a grade 5/6 class. The application of this online reference source worked well with students in the grade 5/6 class as it was a quick and relaible source of information that then could be expanded on with further resources. The hyperlinks highlighted in blue allowed students who needed more clarification/information to click in it and be brought to a short abstract explaining the term  to create more understanding. This would be very hard and time consuming to do with the print copy.

Students  with little direction were able to come up with high precision quality information at their reading level.
the SEARCH engine tab on the home page had  narrowed down choices of;
EVENTS;PEOPLE;PLACES;THINGS and under each link were about 40 sub headings to assist students in making their search more precise.
So under places they clicked on provinces and territories ; then selected their PROVINCE/TERRITORY and then from that page their is a DIG DEEPER BOX on the right which lists further topics such as ECONOMY to find accurate information on a particular provinces resources. This  specific retrial process of gathering information helped students to  stay engaged and focused.
 As mentioned above this online encyclopedia database specific to Canadian culture; geography and terminology is a multi media interactive collection;exhibits and timelines which can be searched by subject using the  subheadings or alphabetically listed topics that have corresponding small pictures that then breaks down the topic by province or subject. The pictorial depiction is helpful to new readers making it more accessible. Teacher resources downloaded are provided alphabetically;  I was impressed with the extras like studyguide/how-to-find-a-reliable-online-source/ poster 5 pointer that could be laminated and posted in a library/classroom. Also included are quizzzes like this one for example /black-history-in-canada/and studyguides  are listed alphabetically.

The Historica.ca  online site (can be accessed through Canadian encyclopedia site as well) offers alphabetically searched videos of Canadian events and people (59 of them) that are 43 to 57 minutes long. The biography series for example includes historical figures like Tom Thompson; Grey Owl etc. 

  Historicacanada.ca/content also offers a 360 degree film called Horizons produced by Sesqui .This films travels across Canada  highlighting people and geography and uses virtual reality Google cardboard(10$ each) which goes over a smartphone to view or on large screen for whole class. They include a teachers resource and assembly information.
This alphabetical collection also includes points of view reference from:

 Indigenous Arts and Stories(2000 youth contributions so far)

Passages Canada( stories from newcomers to Canada) and Here's My Canada.

Historical Minutes-one minutes videos on Canadian historical events and people. Below is an example:

Halifax Explosion Heritage Minutes video from Historica.ca
These videos help create interest and motivation to delve deeper into Canadian events/people as well as an example for student created videos/dramas. 

Im my evaluation I was impressed with the online version of the Canadian encyclopedia and I would definitely replace the print version with the digital as it better meets the goals of creating information literate students. The national council of English Language art teachers defined it like this:NCTE definition of  21ST Century literacies

This form of reference resource address one of the goals in particular. which is:

• Create, critique, analyze, and evaluate multimedia texts;
• 
  
• An additional concrete resource that would complement students learning of timelines(one feature of the digital encyclopedia); an abstract concept for younger students is the-black-ribbon. This hands on material helps children put the historical Canadian events;periods in history (as well as lifespans;solar system calendars etc) onto a concrete representation.

This resource can be ordered online for about $200 from Neinhuis who is a well known company from Netherlands that creates Montessori materials.
Online I found you could purchase timeline cards and/or use student created figures or cards. The online Canadian encyclopedia timeline in combination with this would be a great extension where students could take turns presenting their information using the Black ribbon.

This assignment helped me to construct an evaluative mindset when selecting references and using references to lead learning towards creating students who understand the information seeking process and are evolving into becoming information literate.

Resources;

NCTE. (2018). The NCTE Definition of 21st Century Literacies - NCTE. [online] Available at: http://www2.ncte.org/statement/21stcentdefinition/ [Accessed 3 Feb. 2018].

Google Books. (2018). The Canadian Encyclopedia. [online] Available at: https://books.google.ca/books/about/The_Canadian_Encyclopedia.html?id=wR_-aSFyvuYC&source=kp_cover&redir_esc=y [Accessed 3 Feb. 2018].

Historicacanada.ca. (2018). Sesqui | Historica Canada. [online] Available at: https://www.historicacanada.ca/content/sesqui [Accessed 3 Feb. 2018].

Thecanadianencyclopedia.ca. (2018). The Canadian Encyclopedia. [online] Available at: https://thecanadianencyclopedia.ca/en/ [Accessed 3 Feb. 2018].


Clever Prototypes, L. (2018). Quick Rubric :). [online] Quick Rubric. Available at: https://www.quickrubric.com/r#/qr/emom/evaluation-of-reference-resources/edit [Accessed 3 Feb. 2018].

Riedling, Ann Marlow et al. Reference Skills For The School Librarian. 3rd ed., Santa Barbara, California, Linworth, 2013,.

. (2018). The Black Ribbon. [online] HeutinkBrands. Available at: https://www.nienhuis.com/en/the-black-ribbon/product/3153/#longdescription [Accessed 3 Feb. 2018].

Heritage Minutes: Kensington Market

The Foundation of Reference Services

                               The Foundation of Reference Services

The main source of information in this blog is from;Riedling, Ann Marlow et al. Reference Skills For The School Librarian. 3rd ed., Santa Barbara, California, Linworth, 2013,.

Personally for me the terminology involved in the process of student information literacy skills was new to me and I hadn't thought of  in a holistic sense. I realized that teacher librarians as a professionals need to have common nomenclature to relate to each other and to  also share with students  while assisting them through the reference process . The reference process involves the reference interview with the Teacher librarian and the reference service of connecting them to meaningful resources. Resources go beyond the library so bibliographic instruction refers to being a mediator in assisting students locating outside sources in the community; use of digital apps; Skype interviews and research databases etc.

Thanks to our instructor Richard Beaudry for passing on poster

When I thought about the information seeking and process leading to the ultimate goal of helping to creating students who are prepared for life long learning and have the skills to locate and synthesize information to problem solve/answer questions. The ALA(2006) describes" information literate individual as as those who have learned how to learn." They know how to find and use information and  are able to share with others.

I viewed these Teacher librarian terms in a evolving circular pattern with information literacy as the bullseye in this order.

1. Reference interview-making a conversational connection with TL to ask a question/problem
2. Reference service-Tl is mediator to educate students on access ;comprehend;use;evaluation of reference sources
3. Reference process-combines above;the need for information/question; the search; answer/response and evaluation
4. Bibliography instruction-brings the reference process outside of just the library to all outside sources on information and how to use it including digital tools; real life connections etc;(important skill in the 21st century)
5. Information lnquiry (points of inquiry and Research quest are good examples of a model to use) open ended higher thinking process; helpful in ultimately forming ;
6. Information literate-life long learning  goal for all!

The information problem solving models help to streamline the process in getting the answers/solving the problem/synthesizing information. These models provide a framework and consistent terminology for educators and student to both refer to especially during the reference interview  when common concise communication is important.

The information problem solving models that support the creation of information literate students are;

1. Information Seeking (pg 12 reference skills for librarians source)
2. Research Quest-inquiry based
3. Big6 model for Problem solving )Super 3 for younger students(pg 13)  
4. Research process-connects subject knowledge with information gathering
5. Points of Inquiry

The points of Inquiry and research  quest which are both part of the BC Teachers  Education resources online are the best for inquiry based higher order thinking which is key for the 21st century learner .

Information seeking is useful for educators because it includes the affective and sensorimotor  aspect for each step in the model which is helpful when assisting students.

The Points of Inquiry Model

Evaluation of Resources;

Riedlings  evaluation of resources gave a holistic view of the important areas that need to be addressed in order to strive for an exemplary rating. The main headings are;

1. Accessibility and Organization
2. Facilities
3. Collection
4. Reference materials including technology
5. Cost/budget

When rating a library these areas  are of key importance. I also found the online resource from the Canadian Library Association a useful tool for collection evaluation . The collection list of what needs to be in all libraries includes; an internet connection for students; newspapers; sound recordings; online catalog and one data base. For more information click here Achieving information literacy: Standards for school library programs in Canada (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site. Ottawa, ON: Canadian School Library Association & The Association for Teacher-Librarianship in Canada.

Teacher librarians are crucial in connecting reference sources which has dramatically increased in the digital age through their knowledge of reference services . Teacher librarians are the mediators in helping to create students evolving to be information literate which is the ultimate goal to know how to select and use and share information for life long learning and problem solving.

Additional References;

Anon, (2018). [online] Available at: http://file:///C:/Users/Owner/Downloads/Big6Handouts.pdf [Accessed 19 Jan. 2018].

Bctf.ca. (2018). Cite a Website - Cite This For Me. [online] Available at: https://bctf.ca/bctla/pub/documents/libraryprogram/RQ%20English.pdf [Accessed 19 Jan. 2018].

Bctf.ca. (2018). Cite a Website - Cite This For Me. [online] Available at: http://bctf.ca/bctla/pub/documents/points%20of%20inquiry/pointsofinquiry.pdf [Accessed 19 Jan. 2018].

Issues and Challenges with My Final vision Project

Issues and challenges with my Final Vision Project

 This is my second time typing this blog because I just lost my whole blog so it will be short! there was an error warning and it wouldn't save just as I was putting in my link for the final project so I lost everything so thats the downside of technology! 

example of clip art from Buncee

 I found Buncee alittle difficult at first getting used after using Google slides like to add text boxes first then deciding the font not just typing and using highlighting and cut and paste at the end also at first I thought with the link you just paste but you need the text box first.  Also you need to save as any uploaded image first and its kept in the cloud which is good.The extras that can be added and preloaded like the clipart; messages and Pixabay images and Utube videos are great to keep students from straying and staying on topic with their Buncee presentation. Of course when selecting the topic you need to be very general for the preloaded offerings like children. I liked the digital citizenship and educational main headings.
 I used the free version so I did'not have voice recording; use of QR codes and 360 images which would really add to a presentation. Overall  I think Buncee would be useful with grades 4 to 8 or so and with the preloaded extras to give students autonomy all in one place and they can choose a topic they are motivated to learn about and share their Buncees with classmates and they can comment on others. Teachers have ability to monitor comments too.

I found it alittle challenging in coming up with resources directly about Montessori and technology and their rationales but i feel this was inquiry process was useful for me to be aware of what other Montessori educators were writing about this topic and how they were using digital tools in their schools .This constructed knowledge allowed me to rationalize the use of digital tools that follow Montessori principals  for elementary children .

Example of a sticker from Buncee

Montessori Education and Use of Digital Technology
Please click above for my final vision project and I hope you gain some new insights that will be helpful to you.