Checking Out Books Isn't Enough...
The dual role of the school librarian
Nothing sums up the complex role that a School Librarian plays quite like this description: "dual roles as both school librarian and instructional collaborator" (Dotson & Dotson-Blake, 2015, pp. 60-61).
These dual roles and the impact they can have on the success of the student and the efficacy of the teacher is one thing that makes the School Librarian an integral part of the learning process.
School Librarians must be able to balance both the ISTE and the AASL standards while integrating standards from various content areas. An effective School Librarian, operating within their role as an instructional collaborator must find ways to inform the teaching practices of every teacher within their school.
While the AASL standards help students to think, create, share and grow, the ISTE standards ensure that the technology used while doing so, truly enhances the learning process.
In a study conducted between 2010 and 2014, researchers, Dotson and Dotson-Blake, analyzed 114 responses to 52 survey questions. These questions gauged the use and promotion of technology with students and teachers while survey respondents were in MLIS programs working on their internship. The results showed that over half of respondents worked to integrate, advocate for and effectively use technology to enhance the learning process.
While this bodes well for the usage of the AASL learning framework, without the integration of the ISTE standards, teachers may fall into the trap of using technology for technology's sake.
Authentic, meaningful, imaginative, interconnected...these are all terms used within the ISTE student and educator standards. The goals of both the AASL and ISTE standards can only be accomplished when Teacher Librarians work as instructional collaborators to help teachers mindfully integrate technology into their daily lessons.
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| ISTE Standards for Students Graphic |
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| AASL Standards Framework Wheel Graphic
References:
Dotson, K. d., & Dotson-Blake, K. (2015). Factors of Engagement: Professional Standards and the Library Science
Internship. Techtrends: Linking Research & Practice To Improve Learning, 59(3), 54-63.
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Firstly, eternal gratitude for the work-around to comment on blogs! It looks like I am unable to sign in on Chrome to do that - but for some reason, it works perfectly on Firefox. Go figure!Your post reminded me of the SAMR model (and I pointed this out on Kerri's post, too, since you commented there), a model that was originally presented to those of us in the Digital Learning Cohort (they have since changed their acronyms, but just like the first one I learned for CPR, I cannot forget the original, even though others have moved on). The SAMR model speaks to that issue of using technology for tech's sake, only, and that is what is prone to happen in our schools, when tech is rolled out without time or training to learn really how to use it to its potential in the classroom. The S in SAMR stands for Substitution - where your ELA teacher is having you write a paper using the Chromebook, but it is still a paper being typed up.. the other levels of the model might Reimagine the original assignment - maybe write a collaborative paper with students in another location, with edits being done via Skype or on Google Docs... we as future-ready librarians can be the ones in our building to push our colleagues to the top of the SAMR model, and avoid using tech for tech's sake only.
ReplyDeleteI was a part of a personalized learning cohort 5 years ago and we had to measure every lesson we created against the SAMR model. It is such a good check to ensure that you're creating authentic learning experiences. Thanks for your input!
DeleteKatherine, My school is still using the personalized learning to teach our students and we still measure and create every lesson against the SAMR model. While some teachers do it with fidelity others don't. I like the PL model.
DeleteI think using technology for technology sake is unfortunate and more common than we think. Sometimes iPads or Chromebooks are rolled out to classrooms before teachers have an opportunity to learn about their educational benefits. I know in my previous school, students would tell me that some teachers allowed them to play non-education games, which to me, defeats the true purpose of iPads. On the other hand, some teachers just don't know how to incorporate that type of technology into their lessons. Librarians can use the ISTE standards to help teachers who struggle with creating iPad lessons. Jennifer, I am familiar with the SMAR model but have never put it into practice. It seems that this would also help teachers overcome their hesitant nature to design lessons using technology.
ReplyDeleteKerri,
DeleteI couldn't agree more, using technology just to be using technology is unfortunate and is very common.
Katherine,
ReplyDeleteI agree that the "dual roles and the impact they can have on the success of the student and the efficacy of the teacher is one thing that makes the School Librarian an integral part of the learning process." What has been lacking in many school environments is a collaborative relationship between the librarian and the classroom teacher. I think I stated that same thing in reply to Kerri's post. Coming from a classroom teacher background you know first hand how important this collaboration can be. I have added a link to a cute video that helps to explain and strengthen this concept. https://www.youtube.com/watch?v=EyYKkh0n7Vg
Cut and paste the link to watch the 1:46 minute video.