Talk:June 23
From LIS 460 Summer 2007
Podcasts, blogs, YouTube, etc. what are the reasons to use these technologies in the school library? What do you see as the benefits? What do you see as the barriers to use? How do you overcome those barriers? What questions do you still have? What answers do you have?
Podcasting benefits and drawbacks
by Elisabeth
I'm reading the first article (Educause-- I forget the author). I'm intrigued by his discussions of "the explaining voice." I think one advantage of podcasts is that you can gain deeper understanding from listening to the narrator's inflections. Listening to podcasts of stories or foreign languages or poems could really aid a student's understanding. Or what about a podcast of Story Time or something fun? It's like sending the library home with students... and maybe encouraging them to come visit in person.
My fear with podcasts is making sure students have access to them. In a college setting, it would be reasonable to assign them as homework. Almost everyone has computers, or there's a computer lab. However, one drawback I see in elementary and high school settings is getting regular access to them. You can't assume everyone can listen at home. Most schools probably have some sort of computer lab, but how available will it be? So maybe listening to podcasts isn't required, but it's supplemental? But then kids who can't listen might be the ones who need to listen, or maybe students wouldn't do it at all... Any thoughts?
Questions about limits to listening (response to Elisabeth) - from Linda
Two things come to mind when talking about students and access to podcasts. What is required for that access? I always worry that we make assumptions about non-access that might not be true. Or, we make assumptions about non-access which limit our ability to serve students. Or we limit students because we make assumptions. And, if access is an issue, how do we help to change that without limiting the service we can provide? Of course this isn't specific to podcasts but it would be interesting to get to know what others think.
More on access
There are lots of ways to use podcasting, blogs, YouTube, etc. in the classroom, but how does this apply to a school library? How many school librarians assign homework regularly? Would a librarian ever require a student to access these resources from home? Maybe the question of remote access isn't quite as relevant as it might be for a classroom teacher who requires students to use these technologies regularly, assuming the library makes available computers that are capable of supporting all of these services. If a student wants to look at a particular subject-specific encyclopedia in the library, he or she might be able to determine from home whether or not the library owns the source, but must still go to the library to have access to information contained within. Even as journals and books are becoming more available online, libraries still exist physically because there are many print sources that are not available online. It's my understanding that a school library teacher is available as a resource for faculty, staff, and students and is primarily responsible for teaching students how to find information in a library or on the internet. So isn't it okay if students who may not be able to access these services from home have to come in to the library to use them? If classroom teachers do assign work that requires the use of these technologies, it might be important for the library to have computer stations where podcast listeners have preference, for instance, and to continue to maintain hours such that all students have access. But as a school library teacher, ensuring access to these resources as sources of information isn't necessarily much different from ensuring access to a non-circulating reference book.
On a most basic level, it is the school librarian's job to make sure a variety of educational podcasts, blogs and other multimedia and social networking resources are available to students and to instruct them in how to locate, identify and access appropriate sources, as they have traditionally taught effective use of bibliographies, databases, and catalogs. In some schools the librarian may be responsible for technology education as well, in which case he or she might be more involved in promoting these technologies. A school librarian should recognize that some of these sources have the potential to contain useful information that students may not be able to find in a journal, book, newspaper, or other more traditional resource, so teaching students how to search these media for appropriate and reliable sources will likely become an important part of the library curriculum.
-Becky
Remote Access
by Tina Sherlock
Becky, you brought something up that never even occurred to me! In your discussion post, you question the viability of wikis, blogs, podcasts, youTube etc. in the school library setting because of accessibility issues from the students' homes. In these early stages of thinking about integration of such technologies, I never pictured the students using them from home! I know it sounds crazy that I didn't even think about home access, but in my mind the students' primary use of these technologies is happening in the school during class hours. In my perfect world, the kids will accessing all these great things from their classrooms and from their school libraries not as extra homework, but as a natural part of their school day. Writing a review on the library blog about the awesome book they just finished will be as natural as doodling on a blank sheet of paper during their "free" moments, and listening to or creating podcasts/screencasts will be natural supplements to lesson plans/activities. I would love to see teachers communicating with each other during (non-instructional) class time via teacher blogs or wikis- both for collaborative teaching units and to simply ease feelings of isolation during class hours (there were many times during my teaching days that I would have loved such an outlet).
I wonder if students' (and teachers') use of these technologies during school hours would naturally extend to their use outside of school hours? Maybe it's a good place to start, since if the students are motivated to use the stuff, they'll find ways around access issues(ie. public libraries, community centres, etc).
Young people using technology at home - Linda chimes in again
Think about the young people you know - school age young people. What is their knowledge of and connection to technology? Is it around them almost everywhere? Do they gravitate to it readily? Is technology a natural part of their full-day in a different way than it is for many adults? Does this mean that podcasts, blogs, wikis, etc. are just another part of their life/another resource? (BTW, you in this context is everyone in the class.)
More pros and cons of podcasts
Some of the clear benefits of podcasts are from the teacher's perspective. A lecture can be "polished" until s/he is satisfied with it, without worries of classroom management problems intruding on the lesson! Certainly there are significant benefits on the side of the student, also. Being able to hear/see the lecture/demo repeatedly, pause, repeat, review are powerful benefits. Dozed off temporarily? No problem! Go back and listen again. And if you’ve got the right equipment, you can take that lesson with you and listen to it whenever/wherever your busy schedule permits.
The lack of interaction is a drawback, however, and I would hope that podcasts and screencasts are just one more tool in a teacher and teacher-librarian’s toolbox. Non-auditory learners (like me) have a hard time staying focused during some podcasts. And I firmly believe that most people learn best by “doing”. I can’t tell you how many times my adult math learners say “how come I can do it when I am with you, but not at home?” Because I not only model it for them (which a podcast or screencast can do very well), but because I scaffold them, filling in the gaps of their knowledge, and helping them practice until they can stand alone. I don’t know how well that scaffolding, which is interactive and customized, can be accomplished with podcasts or screencasts.
One can think of teaching as presenting our material as many different ways as we feel comfortable doing, keeping Gardner's theory of multiple intelligences in mind. Certainly the technology involved in screen/podcasts is attractive to students - they are comfortable with it, and for many of them, it is a big part of their lives. Podcasts are a great way to reach auditory learners.
However, I think the biggest benefits are possibly in student-created podcasts. In creating something new out of information we have learned, we come to a higher-ordered thinking – synthesis is near the top of Bloom’s taxonomy. The ease – and fun – of creating podcasts makes it a great vehicle for student learning, and for performance-type assessment of that learning.
Maryrose 6/28 8:13 pm EDT
Linda responds to more pros and cons
The idea of a set of tools that a teacher - classroom or library - can select from in order to present learning opportunities to students in a way that supports the content and the students is great. Do you think that the role of the library teacher (you here being anyone in the class) in relation to this toolbox is to help teachers determine the best tools to use at any one point and for any one or group of students?
Teacher toolbox - which tool?
As a school librarian, I hope - along with the technology teacher - to be able to introduce and promote new technologies for classroom use. I could imagine accomplishing this by modeling their use in the library, offering to do teacher training, and using them in collaboration with other teachers. I might suggest a particular tool to a teacher, for specific circumstances, only if we were collaboratively creating a lesson, or if the teacher had asked my opinion.
With respect to collaboration, I think it takes time to build relationships with teachers, and establish yourself as a resource to teachers. Joyce Valenza's School Librarians:A Field Guide to an Evolving Species describes the kind of working relationships that I hope to build.
--Maryrose 6/29 6:40 PM EDT
Podcasting and the High School Library, Paul Orzech
Through the use of podcasts, school librarians are given the opportunity to really connect to students by using technology that students are familiar with. In this day and age, many students are more technologically savvy than most teachers and adults. If we, as teachers, are able to tap into something that students are already familiar with, then we have the chance to really make a connection. The role of the school librarian has drastically changed within the last 7 or so years, and today, school librarians really have the power to make a difference if they are willing to put in a little extra effort and master these new technologies.
The only major problem I see with podcasts is "will students take advantage of them?" With all the music young adults seem to download, why would they want to download a lecture? Forcing students to listen to podcasts is one thing, but imagine if students wanted to, or even looked forward to new podcasts? In order for podcasts to be successful they must be entertaining. Incorporate music, sound effects, and perhaps the occasional joke (if appropriate). All the newest technology is useless if students do not take advantage of it.
Response to Paul on students downloading podcasts
Why does a podcast that students might download have to be a boring lecture? There are great music podcasts that they might want to check out. And, teachers could be pretty creative in what they develope for students. Of course you have lectures from me but... Then there are the student created podcasts that are really cool - like WiseGise.
Ways to Integrate Multimedia Technologies for Elementary Schools
For the most part, I think the potential for adopting all the new social network/live web technolgies into elementary schools lies in this hierarchy:
Librarians to teachers to students.
I know we have been given examples (Coulee) of elementary schools producing podcasts, but realistically, I think librarians will use these types of technologies to maximize the librarian's presence within the school's classrooms by providing the teacher with materials to enhance class lessons. I don't think that librarians will be incorporating Web 2.0 technologies to any great extent while teaching information literacy classes in their classroom, the library. At least not me!
As I mentioned in my introduction, I start my first job this Fall. An elementary school with just under 400 K-6 students, 21 Teachers. One Me. No staff now, no staff in my future. I have just four classes on my schedule for the whole week, the rest will be open slots available as first come first served.
Without another staff person, leaving the physical facility will be difficult, but I need to collaborate with teachers on units and lesson plans. Enter Wikis, Social bookmarks, and hopefully podcasts and screencasts. All of these tools will allow me to get and share information without having to schedule (too many)planning meetings, I hope, I hope, I hope.
Sadly, I don't think this is the year for my school to show kids how to make a pod or screen cast as part of their information literacy lessons. It might be possible for the 5th and 6th graders to do it. But here's the situation:
During the last school year, not one student received any kind of library services short of checking out books. (that's why I got the job. The 23 year veteran librarian freaked out when they took away the assistant. She put in her one year notice, and refused to teach any library classes. She spent the rest of the year insisting she only had time for cataloging, checking in, and shelving books)
So, I have to backtrack and get back to basics (teaching Dewey, ect) when it comes to students. My expectations for introducing anything radical or new is quite low.
But I think the saving grace is being fluent in Live Web technologies. Should the ideal circumstances appear, I will be able to identify an opportunity to introduce blogs and podcasts to an information literacy class.
And again, all of these will be introduced, by me, to the student's teachers first. I think once I get teachers collaborating on wikis, and getting lesson plan enhancements from me via social bookmarks, they will be more open to including those applications in student learning.
I think one of the worst things would be if I taught a class on blogs or what have you, and the students began learning something the teacher's didn't even know about!
--Parks 14:04, 26 June 2007 (EDT)
Oh But... from Linda - just a bit of prodding
Why can't web 2.0 technologies be used to teach everything from Dewey to research skills? For example, wouldn't a podcast on Dewey perhaps provide opportunities for creatively helping students learn the basics. A screecast could do the same, right? Then, what about a wiki where students can collect information and update it and then through the history page show exactly what grew and changed during the research process? Can't del.icio.us be used to help students find and evaluate resources?
I realize that you, Eileen, are in a specific situation but to say that web 2.0 technologies won't be used much to teach info. lit skills is pretty limiting. If these tools are what connects with students then...?
Digital Immigrants vs. Digital Natives
by Tina Sherlock
I think the hesitancy to integrate web tools with students' information literacy lessons right off the hop is due to a clash between digital natives and digital immigrants (using Will Richardson's terms). I hate to put the two at odds, but it's true what Linda says... if the students gravitate to this stuff naturally, then why aren't we as educators capitalizing on it? It's because it's not what comes naturally to us! We have a huge learning curve associated with everything- from learning it ourselves to teaching teachers about it as well. It's a process for us, whereas it's inherent in the minds of young people who grew up with it. I'll use my son as an example: he's almost five and he can navigate the web amazingly to find his little online games! When I see him on the computer, I often wonder how it's shaping his learning potential and how we as educators can mold our lesson plans to this new mind. I was happy to read Richardson address this when he wrote, "today's students may not be well-suited to the more linear progression of learning that most educational systems employ" (7). They leap from game to game, site to site, and they develop "hypertext minds" (7). These web tools provide a powerful connection to digital natives' parallel- not sequential- cognitive structures.
We're the sandwich generation that didn't grow up with this stuff and thus we're finding so many obstacles in forging ahead with implementation. For Eileen who is starting her first year as school librarian, the whole thing is so overwhelming! But that's why we're taking courses like this- so we can learn and practice, so we can gain the confidence to introduce the things we are learning. I like how you're taking it one step at a time, Eileen- especially with regards to ensuring the teachers know the stuff first. You don't want to build up any unnecessary barriers that could inhibit productive collaboration.
Won't Someone Please think of the Children?
Always willing to pull in a Simpson's quote! So, Tina and Linda, we seem to be speaking to the sina qua non of this whole web 2.0 in schools issue. That being, how can one manage the balance of who's ready and who's not--the kids, we assume they are open to learning and using these new tools. Esp. at the High School level. The teachers--not getting a sense that this group feels convinced, or so inclined,ditto for administration. Parents seem spooked.
Librarians seem mostly open, at least those new to the field. Knowing how to use Web 2.0 technologies is really just start, and hardly all we librarians need in order to implement them.
What I keep realizing, when I think hard about why I might want to introduce Web 2.0 tools to my students, is that I am personally missing out on the latest and greatest. I'm excited about these new tools because it will make me look good to my peers. Gotta get my kids producing a podcast, having blogs on that social networking site for kids, the train's moving and Academy's got to jump on, ect.
I have to get my ego out of the equation, you know? If it's best for a certain group of kids then I just hope for the ability to recognize the opportunity and go for it.
--Parks 12:38, 27 June 2007 (EDT)
Also about the children
I think that what is really important about these technologies is the flexibility they offer, the potential for offering students who have different learning styles different ways of learning. Why not offer a podcast for those who have good listening skills and find it easiest to learn aurally? Offer an interactive online tutorial or screencast they can follow along with for those who need to be more active in the learning process. A wiki would be great for students who prefer a discussion forum for learning, where they can write their thoughts and questions and read what their peers think about something. Have a school library del.icio.us page with links to more information about various information literacy skills in case students don't quite understand and want to hear it from another perspective. A tour of the physical library is probably more effective in getting students to remember their way around than a virtual tour; however you could offer a podcast/audio tour that students could do at their own pace, and a virtual tour or interactive map with photos in case they forget where something is and need to be reminded. This technology is exciting, but I think it's easy to get carried away and forget that these are just tools that we can use to facilitate learning in the school library.
-Becky
More on Immigrants vs. Natives from Breigh Ann
I think it's true, we are the sandwich generation. I know more than my parents, and so much less than my 11 year old sister about how to navigate this machine in front of me. They come to me with questions, and I go to her. After reading Richardson, I realize how important it is when podcasting to think of your audience. That is precisely what I'm doing at the moment when I say that our audience of school aged children are the perfect candidates for using these tools. If they navigate them with such fluency for their own purposes, it's not a far leap to get them to use the computer this much at school. I think the challenge, then, is establishing the notion that just because these blogs and wikis would be for learning does not make them as fun as blogging from home, with friends. There is quite a stigma attached to doing anything "for school", which is my big concern with helping children learn to enjoy reading. They think that any book they have to read for school is inherently bad. Give them that book in the summer, though, and it's a whole different story (I must confess I'm guilty of this prejudice as well). In any case, this brings me to a positive point; we librarians, as someone mentioned before, are not likely to assign homework. Because we don't have that stigma, I'm thinking we can approach students and market our wares more freely, and we'll be more openly received because what we suggest or offer isn't mandatory and won't necessarily affect a grade. I'm very interested in how librarians, especially newly hired ones, are received and utilized in schools. I think it's all about marketing and talking oneself up. If we do this to teachers, they'll be comfortable with us, and interested in what we have to offer. If we can get in with the teachers, we'll have the opportunity to get in with the students. I believe the main barrier we will encounter is resistance from teachers or the inability to fit in to one's schedule. If we break that down, I'm sure teachers and students would be excited to see how we use this technology in the library, in the classroom, and from home. But we can't help if the classes don't visit us. So, if we're all going to go back to middle school, we will see that times haven't changed; try to deny it, but we still want desperately to fit in.
Yay for the younger generation - from Linda (again)
I'm always thinking about the fact that teachers and librarians are working for the same goal - at least they should be - and that's to help students learn. So, if we are all working for the same purpose then the tools to use to reach that goal should be something all in a school want to evaluate and try out. But, of course, we all know that's not how it always works. Will it change when there are more younger people, or people who are recent graduate of teacher/library training programs, in schools? I think to some extent, not totally, this is true. If that's the case maybe we should start by working with just the teachers who are up for us and our crazy new ideas and slowly spread the word to others that will hear us. For example, a previous student in this class found a science teacher who wanted to start a wiki. She and that teacher went to town. It's OK to start small and stay traditional with others. Does that make sense?
Breigh Ann, I am always worrying about taking over young people's technology so that they know longer use it. I've found that if I don't take it over but show expanded uses that students are willing to use the technology both for their own entertainment and for school.
A slight change in the conversation
Veering off in a slightly different direction, I just finished the Richardson readings and had this brainstorm (though probably not original) of how to use either blogs or wikis in the library. When collaboating with a subject teacher (I was envisioning a science teacher in the elementary school) the students could create a blog or wiki as part of a research project studying say the migratory patterns of the ospry. It would include photos, maps, resources, their research findings, etc. They might find a live video cam feed that watchs the hatching of a chick, and all of this could upon completion be made available to the parents.
Amy 11:20 June 28th
Having work archived like that is helpful in so many ways. Useful for evidence-based practice all round, really. Makes it possible to demonstrate student learning via library resources. This just in from the Office of Stating the Obvious!
--Parks 11:42, 28 June 2007 (EDT)
Using podcasts and screencasts to teach library skills
The 6/18 (Vol 2 episode 92) Podcasts for Teachers discusses their Best Educational Podcasts Awards. One award was given to the Academic Skills and Learning Centre at the Australian National University; their podcast series is orientation material for university students, about the skills needed for academic success. This is perhaps a good model for any library, at least in terms of one way to provide orientation-type instruction in library and research skills.
Maryrose 6/28 7:15 pm EDT
library instruction video
a sample screencast on YouTube. Might have been easier to use if broken into separate screencasts?
--Maryrosl 19:30, 29 June 2007 (EDT)
Introducing Multimedia Technologies in Elementary Schools
I have been an elementary Library Media Specialist for a number of years now and love my job! When I received my MLS from Simmons, I went out into the world with high expectations. After being hired in an elementary school I discovered that, due to budget constraints, my position would encompass not only the school media center but the computer room as well. I was expected to teach staff and students various software and be the first line of troubleshooting computer problems for the entire school. I encountered a staff that suffered from computer-phobia and a facility which housed antiquated equipment.Over time,with the assistance of wonderful parents,the overall picture is much brighter. The biggest problem, though, is the lack of time in a school day. I find that by utilizing a portion of our monthly staff meetings and offering before and after school programs, I am able to teach staff and students new technologies. I am looking forward to introducing my colleagues and students to what I am learning this summer!
Janet 6/29 12:00pm
Wondering from Linda to Janet
Do you integrate the technology teaching into specific curriculum? For example, would you teach how to use wikis with a teacher setting up a science wiki for students to use for course work?
Podcasts in schools
I think that podcasts and screencasts could be a great way to encourage student expression and expose them to new ways of presentation. I think a weekly podcast book review done by students for other students is a much more interesting and exciting way to engage students in literacy rather than assigning a book report. I have found in my 2 years teaching that as soon as anything technology related is presented to the students, they are much more inclined to want to do it. Students could practice presentation skills through podcasting and have the opportunity to actually have their own presentations online. I think this would be extremely validating for students, parents, and teachers. Also, weekly school podcasts could be used to increase involvement in the community, parental involvement, etc. It could be used to broadcast activities and news, or to showcase a specific class. I imagine a podcast for a school could be used much like a newsletter would be, and it's has the potential to involve the entire school community.
- Erica 6/29 4:26 pm
I love the idea of podcasts and screencasts in schools. I agree with Erica when she says that its a new way for students to express themselves; it's a great way to do presentations. Students who are perhaps too shy to stand up in front of a classroom would find relief in knowing that they can record their presentation in a space where they feel comfortable. Also they have the option of recording alone or with others. Plus after listening to a bunch of the podcasts including the Coulee kid's I find that I actually enjoy listening to podcasts from a group or pair of people rather than a single person. I listen a little better. Teaching students about podcasting in a school would ensure that they would at least have the opportunity to learn legal ways of obtaining information and music from the internet and would prepare them to use these skills in their own interests outside the classroom as well as for college classes. I also like Erica's idea to use the podcast as a weekly newsletter. A journalism or school broadcasting group (not really sure of the official name for this in the school system) could present a short one informing the school at large about upcoming events. Also a single grade or classroom could have weekly podcasts informing students of upcoming assignments and fun stuff too. The library could have monthly podcasts about new books or tools in the library. I really think that podcasts in schools would serve to join the entire school together. I hope that more and more schools begin to incorporate them.
- Sara 6/29
Communication through podcasts
Podcasts are great tools that can have a positive impact on education. In the school library, I can see how podcasts would be an effective way to communicate with students and teachers about events, news, and new resources in the school library. School librarians won’t always have an opportunity to share this information with each and every person on a regular basis… but podcasts would be a great way to reach out to the school. Who knows? You might even impress a few students and teachers with your knowledge of cool technology, hopefully providing new opportunities for teaching or collaboration. School librarians could also make podcasts that provide information about the layout of the library, how books are arranged, or how to conduct searches and evaluate websites. Once the podcast is made, the information is easy to access, students and teachers can listen when it is convenient for them, and if they want, they can listen to it over and over. Of course, this is not meant to substitute library teaching in person, but it would serve as a nice complement to any library lesson.
The main barrier that needs to be considered when examining the use of podcasts is a lack of equipment. Recognizing that some students or teachers may not have mp3 players or fast internet, it would be important to provide a place in the library media center where they could listen to podcasts. But as I think more closely about this, there are definite advantages to listening to these podcasts in the library… there is direct and immediate access to the resources that are being discussed, and asking a question is as easy as going over to the librarian’s desk. It seems as though podcasts and school libraries fit together nicely; the resources that are available within the library can help to remove potential barriers and provide opportunities for learning.
- Amity 6/29
A public librarian chimes in
The library I work at just recently obtained funding to upgrade our computers. Prior to April there was no way a student who had no home access to the tech we're talking about could access it at the public library, which is totally necessary for a lot of kids. The computers we had in the children's room were older than most of the children. They didn't run Flash at all and had no speakers or easily accessible headphone jacks. For all intents and purposes, kids without home access were cut off.
Now we've got machines that will run the latest tech but only if the kids can get to it. I hate to bring up CIPA but it's a sad truth that a lot of the filters mandated by law in federally funded public libraries also filter out sites like YouTube. Access to this technology is essential before it can be used to its fullest potential and in many cases it's just not equal across the classroom.
-Amanda 7/1
