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Teaching Collaboratively Online through the Prism of Course Content. Dr. Carol Gordon & Sung Un Kim Rutgers University School of Communication & Information 9 January 2010. Workshop Objectives. 1) To model effective pedagogical practices; 2) To demonstrate specific collaborative tools.

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teaching collaboratively online through the prism of course content

Teaching Collaboratively Online through the Prism of Course Content

Dr. Carol Gordon & Sung Un Kim

Rutgers University

School of Communication & Information

9 January 2010

workshop objectives
Workshop Objectives

1) To model effective pedagogical practices;

2) To demonstrate specific collaborative tools

1 theoretical content human information behavior
1. Theoretical Content:Human Information Behavior

Course Description

Behavior vis-a-vis information as it bears on problems in library and information services and forms a theoretical and professional base for such services. Diverse contexts of information behavior; processes of information seeking, searching, using, and valuing. Assessment of studies of human information behavior in terms of relevance to library and information services.

Pedagogical Approaches

  • Journaling
  • Collaborative work through grouping
journaling a record of progress a tool for reflecting on theory
Journaling:A record of progress;A tool for reflecting on theory

Journaling helps students:

  • Make the reading/writing connection;
  • To think-out loud by expressing thoughts in words ;
  • Share their thoughts with each other;
  • Identify questions they may have.
  • Internalize abstract thinking;
  • Express thoughts and feelings;
  • Document their understandings;
  • Think about thinking; learn about themselves.

Journaling helps instructors:

  • Identify zones of intervention
  • Provide support as it is needed.

Writing Prompts

  • To which population of information users does this theory best apply?
  • Choose 3 terms specific to this theory. What do they mean?
  • Which problems in practice does

the theory address?

  • Identify two studies that use this theory and explain how it applies to the results
  • Identify the information services this theory addresses.
  • Who are the seminal thinkers who influence this theory?
collaborative work through grouping
Collaborative Work through Grouping

Partnerships for Peer Review of Theory Papers: Praise, Question, Polish

  • Praise: Examine your partner’s work

and note what is good, i.e., how it

relates to the rubric, or criteria, for “good.” Write down your comments.

  • Questions: Write down questions you have about your partner’s work. 
  • Polish: Write down your suggestions for how to change your partner’s work to make it better.
  • Reviewed for:
  • Reviewed by:

Jigsaw Groups for Discussion

  • Label students A, B, C, D, … for grouping by letter.
  • Sample task: Each group discusses a different theory.
  • Switch: Students form new groups, each group consisting of A, B, C, D,…
  • New groups share what they discussed in their original groups.
collaborative work though grouping9
Collaborative work though grouping

File sharing tools (Zoho, blist, dropbox, etc.)

2 conceptual content learning theory media and the curriculum
2. Conceptual ContentLearning Theory, Media and the Curriculum

Course Description

This course focuses on the structure and design of school library programs by examining constructivist learning theories, research that that informs instruction, information literacy, curriculum standards, as well as current trends in literacy and technology, outcomes based education and evidence-based practice. Integration of inquiry learning and information literacy across the curriculum is emphasized.

Pedagogical Approaches

  • Concept Mapping
  • Graphic Organizers
concept maps graphic organizers
Concept Maps Graphic Organizers
visualization concept mapping
Visualization & Concept mapping

Real time interaction (Elluminate, etc.)

visualization concept mapping13
Visualization & Concept mapping

Screen-capture (Camtasia, Jing, etc.)

3 technical content information technologies for libraries and information services
3. Technical Content:Information Technologies for Libraries and Information Services

Course Description

This course introduces computing concepts and basic information processing/management skills for knowledge workers through practice. Common data/information processing/management tools/skills covered include text editors/wordprocessors/HTML for text and Web pages; database management systems for factual data; and spreadsheet software for numeric data. For the networked information environment, focus is put on the Web technology: how the Internet works, client/server architecture for various Internet services, and practical skills on construction of Websites to organize information resources. Other issues related to information technology, such as data and system security, etc., are also discussed.

Pedagogical Approaches


demonstration for technical content
Demonstration for Technical Content

Screen capture video demonstration or Snap-shot (Camtasia, Jing, Youtube, etc.)

4 procedural content management of school library programs
4. Procedural Content:Management of School Library Programs

Course Descriotion

This course examines the management of school library programs, including instruction, collection development and access, staffing, facilities, and budgeting and advocacy, using a case study approach to strategic planning and needs assessment. The theoretical strand provides background inmanagement theory as it relates to school libraries.

Pedagogical Approaches

  • Guest practitioners
  • Case Study
bringing the real world to the classroom guest speakers case studies
Bringing the “real world” to the classroomGuest Speakers Case Studies

Your friend, Mr. Dewey, has asked for your advice about the changes in his school. He is a media specialist in a suburban high school of 1500 students. Mr. Y, the principal, is a former executive from Apple Computers who understands the benefits in productivity and morale when a behavioral management approach is taken. Teachers no longer punch a time clock. The district has just moved from a central office-controlled management model to site-based management and Mr. Y is ecstatic. He believes strongly in participatory management and is changing the management structure of the school to create a narrow span of control and to break down the vertical hierarchy of administration.

Susan D. Ballard, Director

Library Media and Technology

Londonderry NH School District

guest lecturer
Guest lecturer

Video conferencing tool (Palbee, etc.)

guest lecturer19
Guest lecturer

Voice-embedded lecture (PowerPoint, iSpring, Camtasia, etc.)

case study the progressive principal
Case Study: The Progressive Principal

He knows from his experience at Apple that his workers can be more creative in this kind of work environment. There are now three "houses" with 500 students in each house. Headmasters have been chosen from the faculty to run each house. The houses are self-sufficient, with teachers serving as department heads for Science, Math, Social Studies and English in each house. There is a guidance office in each House. The Housemasters run monthly meetings with their staffs in addition to Mr. Y's whole school faculty meeting. The Headmasters meet every week and discuss changes that teachers are supporting, such as increasing time on task for students by lengthening class sessions from 40 to 60 minutes. Teachers feel empowered and self-actualized in this work environment.

Mr. Y visited Northumbria University in England recently where he toured the flexible learning spaces that have been built there. They occupy the space of two classrooms but house just one class. There is a one room that is the size of the average classroom and three areas that are connected to it. This arrangements allows students to meet as a class, or in small groups as they work on projects. The flexible learning spaces have computers and books that relate to the curriculum studied by the class. This growing trend is England and Australia is filtering down to K-12 schools. Mr. Y has shared this innovation with his faculty and there is a growing consensus among them in favor of the idea. They already enjoy well-resourced classrooms that house computers and books for ready reference and use. Under the new plan to convert classrooms to flexible learning spaces two or three classrooms in each house would be grouped for use by a single class to accommodate various teaching methods and group sizes. With declining enrollments this is feasible. These learning spaces would be equipped with networked computers and resources. The school is going wireless and there is talk that computer labs will also be converted to flexible learning centers. In addition, a science teacher has partnered with the Technology Director to start a virtual high school to serve at-risk students who have poor attendance and could learn in a digital environment. They are looking at 2.0 web tools to motivate students through highly interactive learning experiences. The trend in the thinking in Mr. Dewey's school seem to be favoring decentralization and the personalization of services to students.

Mr. Dewey has worked hard to meet the standards for a good LMC. His budget is adequate and his collection supports the diverse curricula in the school.  In fact, his media center won the School Library Media Program of the Year (SLYMPY) given by the American Association of School Libraries (AASL). He has an active instructional program and two aides to help him. The library web site is well-used and contains many support materials for inquiry and research.

How would you advise your friend to manage the changes that Mr Y is planning for the school?

Thinking PointsHow can Mr. Dewey manage change using Behavioral Management principles and theory?  Please refer to the lecture and use the theory discussed in the lecture to craft strategies for Mr. Dewey.Mr. Y seems to subscribe to the Behavioral Management school of thought. How do you think he will plan and implement this innovation of flexible learning centers in his school?

5 literary content materials for young adults
5. Literary Content:Materials for Young Adults

Course Description

Evaluation and selection of materials based on literary criteria and the biological, sociocultural, psychological, and developmental characteristics of young adults; guidance in their use. Emphasis on gender-fair and multicultural materials and the attitudes, interests, problems, and opportunities of young adults in contemporary society.

Pedagogical Approaches

  • Children’s Books: International Children’s Digital Library
  • Literature Circles
discussing children s books international children s digital library
Discussing Children’s BooksInternational Children’s Digital Library

Discussion on Multiculturalism

Look at the two illustration pages in the following slides, examining the illustration pages only. Think about the following questions:

What does this book illustration communicate to viewers?

How is it communicated?

What has the illustrator done to attract your attention?

Compare the cover of The Tequila Worm with Chato's Kitchen. What words would you use to describe the book covers and illustrations? How do these illustrations affect your understanding of these stories?

literature circles online
Literature Circles Online
  • Students choose their own reading
  • Groups based on book choice
  • Different groups read different books
  • Groups meet on a regularly to discuss
  • Students write or draw to guide discussion
  • Discussion topics come from the students
  • Group meetings open, natural conversation
  • Students assigned roles; roles are rotated
  • Spirit of fun, playfulness
  • Readers share results of discussions with classmates
  • Teacher is facilitator, evaluator


Word hunter (finds key words and definitions); evaluator (evaluates the source); messenger (summarizes big ideas and main points); quiz kid (raises questions); connector (makes connections between self, texts and the world; note taker (takes specific notes on content); image maker (creates visual scheme of ideas); interpreter (asks, “What does it mean? “ and “Why is it important?”).

advising tools
Advising tools

Skype for one-to-one advisement

Rutgers advising wiki

  • Easy updates
  • Less questions by emails & calls
  • Make students relieved with full access to recent information
  • Multimedia
  • More friendly and informal atmosphere than school home pages
Rutgers advising wiki

Current Student Resources 

Peer Mentors

Setting up Your Rutgers Accounts (new students)

eCollege Login Instructions

Net ID

Web Registration


Transcript and Verification

Update Your E-mail Address

Parking On Campus

2008-2010 Catalog

Information for Alumni

Connect with Fellow Alumni

Connect with Students

Connect with Administration

Update Your Information

Online Learning

What is online learning

Your online tools

Keys to success in online communication

Online discussions and assessment

New Student Section


Spring 2010 Welcome Packet

Setting up Your Rutgers Accounts

eCollege Login Instructions

Peer Mentors

Academic Advising

Follow Me on Twitter

Spring 2010 Online MLIS Courses

Fall 2009 Online MLIS Courses

Summer 2009 Online MLIS Courses

Plan of Study - General MLIS

Plan of Study - Digital Libraries

Plan of Study - School Library

501 Description

502 Description

WISE Courses

WISE Students at Rutgers

Registration Instructions

Professors and Required Reading


School Library Certification

NJ Prof Librarian Certification

Finding a Job

Professional Associations