Thursday, February 26, 2015

Lead Out Loud!

Tired of saying, "Shhhh"? 
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It's now time to throw away the decibel monitor, and buy a bullhorn.  Take it from these librarians below (captured by Sara Kelly Johns) who have turned the page on noise.  

In our new standards paradigm, we are being asked to allow students to collaborate, communicate and create!  How can they do that in silence?  Paul Simon may have been a fan of the Sound of Silence, but librarians need to take up the horn and allow discussion.   

If students are to collaborate and communicate, the library should be a space where creative minds are allowed to discuss.  

(Librarians: Katie St. Laurent; Sue Kowalski; Rebecca Buerkett; Rita Foran) Leading the way...Leading out loud at our NYS Conference! 

Challenge of the week:  Examine your research projects to see where they fall on a scale of 1 to 5: Give yourself a point for each below: 

  1. Have you embraced a "social" element within your research? i.e. - Are you allowing your students to discuss the issue, share their knowledge, or brainstorm together? 
  2. Have you crowd-sourced at the beginning of the "connect" or "hook"  or "focus" stage of the inquiry research project? 
  3. Do you have an electronic bulletin board (blog, discussion space, eThread, etc.) for discussion? 
  4. Do you have a discussion section of your library where the students can share ideas, collaborate, etc? 
  5. Do you and your teachers require an element of "creation" within the research project?  eTools, Webtools, paper posters, tactile art, creation, etc? - Something that can be displayed and discussed publicly (either in eForm or paper)? 
If you scored a 5, then perhaps you should order this: click here 


Here are some sample standards that encourage collaborative discussion: 

CCSS: ('Just a sampling here...)

Comprehension and Collaboration:

Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas:

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


C3 - Social Studies Standards:      (one small example) 

Dimension 4 (Communicating Conclusions and Taking Informed Action) demonstrate, those means include a range of venues and a variety of forms (e.g., discussions, de- bates, policy analyses, video productions, and portfo- lios). Moreover, the manner in which students work to create their solutions can differ. Students need oppor- tunities to work individually, with partners, in small groups, and within whole class settings.



2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  1. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
  2. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
  3. Develop cultural understanding and global awareness by engaging with learners of other cultures
  4. Contribute to project teams to produce original works or solve problems 

AASL:  ('Just a sample) 

3.1.1  Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.
3.1.2  Participate and collaborate as members of a social and intellectual network of learners. 

Share knowledge and
participate ethically and productively as members of our democratic society.
3.1.3 Use writing and speaking skills to
communicate new understandings effectively.
3.1.4 Use technology and other information
tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically
and responsibly.
3.2 Dispositions in Action
3.2.1 Demonstrate leadership and
confidence by presenting ideas
to others in both formal and informal situations.

3.2.2 Show social responsibility by
participating actively with others in learning situations and by contributing questions and ideas during group discussions.
3.2.3 Demonstrate teamwork by working
productively with others.

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