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Using Social Mediafor Teacher Librarian Professional Development
and Digital Literacy and Fluency for Secondary Students:
Aligning A Research Agenda with 21st-century Teaching and Learning
For San José State University School of Information Faculty
9 February 2015
Judi Moreillon, M.L.S., Ph.D.
Objectives At the end of this presentation, you will have information about my research stream:
Applications to Best Practices in LIS Online Education: Competencies-aligned LIS Education Increasing Interactivity in the Online Learning
Environment #txlchat Netnography App Project Possible Grant-funded Research
Opportunity
Competencies Aligned LIS Education:
Digital Storytelling Based on the Association for Library Service to Children Competencies: A Learning Activity to Promote Values
Associated with Social Justice
Created at Tagxedo.com
ALISE Conference 2015: Mirrors and Window: Reflections on Social Justice and Library Science Education
http://judimoreillon.wikispaces.com/jm-alise-15
How does your advocacy story relate to the concept of social justice?
Keywords and Phrases from the ALSC Competencies
Keywords and Phrases from Students’ Responses
Word clouds created at Wordle.net
Access… a place to begin the social justice conversation…
Competencies Aligned LIS Education:
Created at Tagxedo.com
Shannon, P. (Ed.). (1992). Becoming political: Readings and writings in the politics of literacy education.
Portsmouth, NH: Heinemann.
“All teachers [librarians] are political, whether they are conscious of it or not. Their acts contribute to or challenge the status quo in literacy education, in school, and in society” (Shannon, 1992, p. 2).
Increasing Interactivity in theOnline Teaching
Environment:
ApprenNet:Video-enhanced Online Learning Experiences
TWU Teaching and Learning Symposium 2014http://increasinginteractivity.wikispaces.com
Accepted Article forTechTrends – publication date May 2015
Increasing Interactivity in theOnline Teaching
Environment:
“It was nice to have a change.”
“Yes, because it’s different [from the LMS discussion board].”
“It was harder than the ‘regular’ discussion… As a viewer I was much more interested than with the usual discussion board postings.”
Increasing Interactivity in theOnline Teaching
Environment:
http://info.apprennet.com/all-voices-heard-all-ideas-considered/
“This tool gives [online] students a chance to practice their speaking skills instead of always focusing on their writing skills.”
“In a society where image and communication go hand-in-hand, tools that allow us to refine our personal communication styles and receive feedback are important and useful.”
Online Professional Development
for Teacher Librarians
Texas School Librarians’ Twitter-based Community of Practice: A Netnographic Study of #txlchat:
http://tinyurl.com/txlchatjm
Online Professional Development
for Teacher Librarians
Netnography (Kozinets, 2010)
Data Sources:
Interviews with Innovators and Core GroupConducted and Recorded in Blackboard
Collaborate
Psychdata Survey Open to All #txlchat Participantshttp://tinyurl.com/txlchatsurvey
Weebly Site: Archives and Additional Information/Resources
http://txlchat.weebly.com
Online Professional Development
for Teacher Librarians
App for Secondary School Students
Narrative under construction Production consideration talks have
begun Ownership issues to be addressed The tool will be the basis for field tests
and research (after final production).
Pappas, C. (Ed.) (2014). How gamification reshapes learning. eLearning Industry. Available from http://elearningindustry.com
Future Grant-funded Research
Coteaching MOOC + Badging = Success
Premise: When teacher-librarians “see” coteaching in practice, they will be more likely to initiate and better able to sustain instructional partnerships with classroom teachers.
Future Grant-funded Research
Using a MOOC to Badge School Librarians for Exemplary Practice in Coteaching
Badging Experience: http://teksalign.pbworks.com
Future Grant-funded Research
SJSU iSchool MOOC Experience
Stephens, M. & Jones, K. M. L. (2014). MOOCs as professional development platforms:
Evaluating and refining SJSU’s first not-for-credit MOOC. Journal of Education for Library and Information Science 55 (4): 345-361.
Future Grant-funded Research
Susan Hildreth Library 2.014 Presentation - Institute of Museum and Library Services Blog
Digital Badging: An Opportunity for Libraries and Museums (2014, March 19)
http://blog.imls.gov/?p=4691
“Participatory, Continuous, Connected: Top Trends from Library 2.014” moderated by Dr. Michael Stephens
IMLS Priorities
Grant search: “professional development”
163 since 1997 “MOOC” – none…
Professional development is a priority of the teacher librarian profession.
Link for Additional Information
http://judimoreillon.wikispaces.com/sjsu_research_presentation
References
Hildreth, S. (2014, Mar. 19). Digital badging: An opportunity for libraries and museums. Retrieved from http://blog.imls.gov/?p=4691
Johnson, G. (2014). The ecology of interactive learning environments: Situating traditional theory. Interactive Learning Environments, 22(3), 298-308.Kozinets, R. V. (2010). Netnography: Doing ethnographic research online. Los Angeles, CA: Sage.Marzano, R. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.Moreillon, J. (2014, Nov. 17). All voices heard, all ideas considered. Retrieved from http://info.apprennet.com/all-voices-heard-all-ideas-consideredPappas, C. (Ed.) (2014). How gamification reshapes learning. eLearning Industry. Available from http://elearningindustry.com Shannon, P. (Ed.). (1992). Becoming political: Readings and writings in the politics of literacy education. Portsmouth, NH: Heinemann.Stephens, M. & Jones, K. M. L. (2014). MOOCs as professional development
platforms: Evaluating and refining SJSU’s first not-for-credit MOOC.”Journal of Education for Library and Information Science, 55(4), 345-
361.Vygotsky, L. (1980). The mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
