Journalism 2.0

Yesterday I did a lesson on RSS feeds and Google Reader with Mr. Tamanini’s 2nd period Journalism class; here is our pathfinder at http://webtech.cherokee.k12.ga.us/creekview-hs/MediaCenter/journalism2.0.htm .

 Many of the kids seemed really impressed with the concept of RSS—most had never heard of it!  They also seemed excited about the uses for Google Reader, too.  We looked at RSS feeds for major news outlets and talked about how to capture those feeds into their Google Reader account.  It was interesting to see how some did not care at all, but how many took to the concepts like a duck to water! 

The students have had an assignment in which they have been building a page in FrontPage—the Creekview Claw is currently hosted under Mr. Tamanini’s web directory.  One of the students, Falyn, was frustrated by FrontPage and asked me for some help today during her lunch period.  We talked about some options for FrontPage, but then I asked her if she was interested in setting up her own “journalist” blog.  She immediately said yes, and 30 minutes later, here is what she and I had built together:

http://falynblog.wordpress.com/

This may not look like much at this point, but I cannot tell you how excited and proud she was of what she accomplished today.  Mr. Tamanini and I have discussed the option for next year of him creating a master blog that will be the “host” of the online edition of the newspaper.  I am going to show him how to add users so students can add content to the blog, but he will have final moderation approval.  I think it would be cool for each student journalist to have his/her own blog, too—those could be linked in under the blogroll.

Falyn’s eagerness to jump in and try the blogging was energizing and refreshing.  She is going to come in for help over the next few days during lunch, and I am going to teach her some basic concepts of blogging.  I was sure to also review online safety procedures as well, and she was very receptive to that discussion. 

Journalism 2.0@ The Creekview High School Media Center, March 2008 via kwout

Leading the Horses to Water

For the last two weeks, we have been working with Ms. Lester’s ESOL students on their research paper.  These students are exploring veterans’ issues with a focus on homeless veterans. 

Although this was their first experience in the library, they jumped right into the pathfinder we created for them.  Using our del.icio.us bookmarks and tags to “lead” them to the “good stuff” really seemed make a big difference in helping them access the information more easily and with minimum frustration. 

What was most impressive to me was how quickly they picked up new NoodleTools skills.  Because the classes were small (10), we were able to give each student a little more “intensive care” than we can larger classes of 30 students.  We helped each student enter his or her information source NT entries.  Although these students had never used NoodleTools before, they quickly picked up the concept—after the first entry or two, many were able to quickly identify the bibliographic components in their articles and were able to help neighboring peers. 

Why does this stand out to me?  We frequently hear moans and groans from our Honors students that NoodleTools is “hard” even though they do pick up the skills with practice and reinforcement.  However, I will be the first to tell you that their whiney attitudes and negative outlook really does get my under skin at times.  Once you stop and think about what you are doing, that truly is nothing “hard” about using NoodleTools to create your bibliographic entries.  To me, “hard” would be trying to use the MLA handbook to figure out how to cite database articles!  The “hard” part is thinking carefully and determining the type of information source you are citing—once you figure that out, it is all downhill!

 Some of our “Honors” students claim these skills are hard, yet this group of ESOL students, who had no library experience at our high school level until this year, immediately picked up the skills with no whining, no fussing, no wailing and gnashing of teeth.  What was the difference?  While smaller class size helped, the big difference was attitude:  these students were open-minded and had a sense of humility—no manner of arrogance that “This is not the best way” or “This is garbage.”  Instead, they listened—really listened—and then applied what we had showed them with an earnestness that was refreshing.   I was humbled and inspired by the faith these students had in us—they trusted that we would show them something important, something worth knowing, something that would help them.

On a larger scale, I think our experiences of the last two weeks show that attitude still goes a long way.  While I am journaling about this primarily to highlight the progress of these students and our pride in their information literacy skills progress , I think there is a larger lesson in this for us as teachers.  We cannot learn, apply, and integrate new ways of teaching (technology based and non-technology based) if we do not have an open-minded attitude.  Do we have to accept every new trend and teaching “toy” that comes our way?  Certainly not, but if we close our eyes to everything, then we are missing out on teaching tools and strategies that could help our students and energize our classrooms. 

Of all people, we as teachers should be modeling lifelong learning.  Ironically, though, I see so many teachers who think they know everything they need to know about their craft once they have earned their four-year degree or just because they have taught x amount of years.  Yes, there is wisdom that can be gained with experience and with advanced study, but learning never really ends for us teachers. 

In our district, we are so fortunate to have access to a great technology infrastructure, tech tools, and access to web-based learning tools.  Yet many teachers see no need to attend training or participate in programs like Teach 21 just because they already have the “goods.”  What they do not understand is that additional training can help us really crack up open the potential of the “goods” we have in classroom and at our fingertips.  We frequently send out emails or flyers about great web 2.0 tools only to discover they are deleted or go unread. 

For me personally, I am constantly wanting to learn and to better hone my teaching craft.  Why would anyone not want to try out all the great new tools we have at our disposal to improve teaching and learning?  Blogs, del.icio.us, RSS….these are just a few web 2.0 applications that have transformed my craft as a librarian and as a classroom teacher. 

I can only hope that if we keep modeling these tools and continue to share our joy and excitement generated by the results of using these tools, then those who haven’t taken a drink of the “waters” will be convinced to taste and open their hearts and minds to the possibilities that technology offers us to enhance our teaching!

Article 1 Reflections: “Meaningful, Engaged Learning”

“Meaningful, Engaged Learning”
Reflection 1
December 4, 2007Buffy Hamilton  

Responsible for their own learning
engaged learning
Challenging, authentic, and multidisciplinary
engaged learning
Collaboration
engaged learning
Authentic
engaged learning
Problem-based learning integrated
engaged learning
Performance based assessment
engaged learning
Knowledge-building community
engaged learning
Diversity
engaged learning
Flexibility
engaged learning
Heterogeneous
engaged learning
Equity
engaged learning
Teacher=Facilitator, guide, learner
engaged learning
student=explorer, contributor to world’s knowledge, reflective learners
engaged learning 

What Stood Out to Me 

I think all of us would agree with this model of learning and this kind of paradigm that creates an environment that is conducive to engaged learning—these ideas have been around well before the 1994 study referenced in the article (just read anything by John Dewey).   Most teachers I know would embrace a learning environment that completely integrates these eight indicators. 

Yet how many classrooms around America actually implement this philosophical approach to teaching and learning?  What obstacles or barriers do teachers face in truly implementing this kind of classroom environment?  What additional scaffolding might be needed in this kind of environment for students who do not become from the socioeconomic backgrounds that are typically privileged in public school (see studies and research by Shirley B. Heath if you don’t believe that the home environment plays a vital role in HOW children learn and language development).  How do we tap into technology (as well as other teaching tools) to maximize engaged learning?   I think it is important to explore these questions so that we can effectively identify barriers to this kind of learning environment and overcome those obstacles.   

I also think it is important to talk about how we create this kind of environment for engaged learning because this kind of learning with these eight indicators takes time, can be messy (in a positive way), and requires teachers (and administrators) to “muck about” in inquiry.  In this day and age of standardized testing, a climate exists that makes many teachers feel as though they must use “traditional” methods of teaching to “cover” the standards.  As a media specialist (and a practicing English teacher at Polaris North), I see the struggle to create engaged learning while being mindful of the looming standardized tests in the background.  Certainly, we can do project based learning and not be compelled to “kill and drill” our students for those tests, but at the same time, you have to creatively build in some test prep so that students are familiar with the test format and test vocabulary—I do think we are doing our students a disservice if we don’t recognize that in some way. I do feel we can address multiple standards through engaged learning strategies and a paradigm that values the qualities of “the engaged classroom.” 

One of my challenges right now is helping our classroom teachers see how we as media specialists can support this kind of learning environment through collaboration.  As media specialists, we can help teachers design authentic tasks with a menu of choices that will appeal to a wide range of learning styles.   While teachers often think they don’t have time for research projects because they have to “cover the standards”, project based learning or research projects can actually help teachers address multiple Georgia Performance Standards.  Media specialists can help in the design of learning activities, creation of rubrics and assessment methods, the creation of research pathfinders and pooling of resources, and the selection of learning products or artifacts of learning that students create.  Media specialists are cognizant of the pressures classroom teachers feel, but we sometimes feel frustrated that we can’t teachers to collaborate with us and to help “open up” or “burst the bubble” of the perceived constraints created by the testing environment of NCLB.  I feel that media specialist are some of the most important and support advocates of “engaged learning” strategies and pedagogy, but it is sometimes hard for our voices to be heard by our teachers when the voices of other stakeholders, particularly those that privilege teaching to the test and drown out the voices that advocate authentic learning that goes above and beyond what these tests measure.

I hope that we can perhaps have some dialogue in our course about how teachers and media specialists can work together to create engaged learning environments and how the media center can be a great resource for teachers, especially those who are Teach 21 candidates.   References:

FUJIYOSHI, G., & TAN, S. (1999, January). Engaged learning using technology. Curriculum Administrator, 35(1), 39. Retrieved December 4, 2007, from Professional Development Collection database.