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C21L+T Teaching and Learning in the 21 st Century: An Inquiry-based Approach

C21L+T Teaching and Learning in the 21 st Century: An Inquiry-based Approach. Moira Ekdahl, Learning Services May/June 2011 Updates. Sir Ken Robinson …. AASL: Standards for 21 st C Learner in Action.

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C21L+T Teaching and Learning in the 21 st Century: An Inquiry-based Approach

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  1. C21L+T Teaching and Learning in the 21st Century: An Inquiry-based Approach Moira Ekdahl, Learning Services May/June 2011 Updates

  2. Sir Ken Robinson …

  3. AASL: Standards for 21st C Learner in Action All learners must be able to access high-quality information from diverse perspectives, make sense of it to draw their own conclusions or create new knowledge, and share their knowledge with others.

  4. ACCESS TO INFORMATION MEANS: • Principles of Equity of Access are in place • Print, digital, and other resources are accurate, current, and age-appropriate • Meaningful instruction in the use of these resources is provided • Freedom to read is valued

  5. Access: Tools, Resources, Information • rapidly changing tools • increasing numbers of resources • more demands for users to be thoughtful consumers • emerging need for skills for digital citizenship and lifelong learning

  6. Access and Technology • Resources no longer simply the textbook • Tools no longer simply the pen or word-processing • Students and their teachers need support and time to learn • Teachers need collaborative support for new pedagogies

  7. Access in our schools • in classrooms that strive to move beyond the textbook • in school libraries • in the hours during and beyond the school day BIG QUESTION IS EQUITY

  8. Access in Interconnected Communities Resources, tools, and information: • Available in our “communities of functionality” -- educational, local, global • Universal, national, social, and personal • Current, accurate, age-appropriate • Equitably distributed • Reflective of the wide range of interests, skills, and abilities of our students.

  9. Freedom of Access Important to have freedom and flexibility: • to make personal and pedagogical choices amongst resources and tools • to read and learn widely and deeply • to participate in a culture of reading both for pleasure and for information • to teach for access by reading and by exploring curriculum

  10. Flexible Access for Optimization • to a school library as the "hub" of learning • to “re-design” as Learning Commons • to services of TLs as learning specialists • to production facilities • to technology in differentiated configurations • to tools, including software and adaptive hardware • to real and virtual resources and services, 24/7

  11. ACCESS TO INFORMATION MEANS … • Flexible access is ensured • Technologies as tools are provided, including: • Software and adaptive hardware • Instructional technology

  12. ACCESS to Resources and Services Real research and questioning can become lifelong tools to encourage independent thinking and to guide classroom inquiry at any time students are engaged in reading, viewing, or listening activities. IMPACT, p22

  13. The Points of Inquiry • Inquiry, driven by wonder, connection, discovery, creativity, critical thinking – supported by technology • BC IRPs • Developmental, benchmarked, referenced to authority • Immersed in new & emerging technologies • Grounded in traditional and new or multi-literacies • Designed backwards • Parallel language to reading and other initiatives • Meaningful, authentic, and balanced approach

  14. BC Public K-12 System Today • Bulleted ILOs • Exams / FSAs •   Press to cover curriculum •   Test- and text-focus vs Inquiry / RBT •   Technology integration issues •   Google vs Databases •   Books on carts

  15. Transitions BUT: • Transitions: Elementary, secondary, adult • learning, post-secondary, work... •    “What are they doing in ____ school?” • No surprises here: "ever thus“ • Assumptions - tabula rasa •   Transitional Literacy / Articulation

  16. Stages of Building a School-wide Plan • Build support amongst stakeholders • Do a readiness assessment • Build a foundation for collaborative implementation • Create the context for collaborative planning • “Think Outside” the classroom • Engage in the conversations

  17. In the Face of Change, Will You? • Be flexible • Assess student needs • Initiate collaboration • Fail • Ask for help • Celebrate successes • Use new tools, methods of communicating … • Change roles

  18. Change: A Process, Not an Event Change is made by people, not institutions. It is personal and developmental in terms of feelings and abilities Teachers approach change differently: • Innovators (8%) • Leaders (17%) • Early Majority (29%) • Late Majority (29%) • Resisters (17%)

  19. Stages of Concern in the Face of Change: 0. Awareness – No thanks. Not for me. • Informational – Tell me more. • Personal – What will it mean for me? • Management – Where will I find the time? • Consequence – How will this work for my students? • Collaboration – How can we make this work? 6. Refocusing – Is there a better way?

  20. VISION: FIRST THE TEACHING AND LEARNING Effective school library and technology programs support teaching and learning by integrating local curriculum, resources, staff development, and assessment with: • data-driven collaboration • literacy objectives • technology • information literacy skills • an inquiry or process approach

  21. BC Public K-12 System Future Possibilities? • “Information Fluency”: Multiliteracies + Inquiry •   Re-design of Instruction and Spaces •  Physical/Virtual Learning Commons • 21st-Century Learning : Making the transition • Can we address the Challenges of Engagement and dodge the Risk of Irrelevance?

  22. Just The Beginning… Information Fluency Continuum: Benchmark Skills for Grades K-12 Assessments. NYC School Library System (2010) Barbara Stripling et al --------------------------------------------------------------- Langley Teacher-librarians’ Association Wiki for Inquiry Questions

  23. LINKS Vancouver TL Stuff TL Special Blog: http://tlspecial.blogspot.com TL Inquiry Wiki: http://schoollibraryprogram.pbworks.com TL Inquiry – Video “School Libraries in Action” http://schoollibraryprogram.pbworks.com/w/page/15013262/Video-Project

  24. BCTF / BCTLA LINKS: Ekdahl,M., M. Farquharson, J. Robinson & L. Turner (2010) Points of Inquiry: A Framework for Information Literacy and the 21st Century Learner. Vancouver, BC: BCTF / BC Teacher-librarians’ Association. http://www.bctf.ca/bctla/pub/index.html#points (includes working dox) Naylor, Charlie (2011) 21st C Learning – Widening the frame of focus and debate: A BCTF Research discussion paper. Vancouver, BC: BCTF Research. http://bctf.ca/uploadedFiles/Public/Issues/21CL/21CL-DiscussionPaper.pdf

  25. American Sources Public Schools of North Carolina (2005) IMPACT: Guidelines for North Carolina Media & Technology Programs. Raleigh, NC: NC Department of Public Instruction. http://www.ncwiseowl.org/Impact/docs/IMPACT.pdf NYC School Library System (2010) Information Fluency Continuum: Benchmark Skills for Grades K-12 Assessments. NYC: NYC Department of Education http://schools.nyc.gov/NR/rdonlyres/27A1E84E-65EB-4A54-80DF-51E28D34BF4F/0/InformationFluencyContinuum.pdf Stripling, Barbara K. (2003) Curriculum Connections through the Library. Englewood, CO: Libraries Unlimited. (Google Books) Stripling, Barbara.  "Using Inquiry to Explode Myths about Learning and Libraries."  CSLA Journal.  Fall 2004.  In EBSCO Academic Search Premier, accessed June 2, 2009, Vancouver School Board. 

  26. Media Links Best Math Teacher Ever. Youtube: http://www.youtube.com/watch?v=vuwJawSoTmY&NR=1&feature=fvwp Robinson, Ken. “Changing Educational Paradigms.” RSAnimate. Youtube: http://www.youtube.com/watch?v=zDZFcDGpL4U

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