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Joette Stefl-Mabry (ISP523L) Jennifer Powers (ISP361) Symposium 2004

Joette Stefl-Mabry (ISP523L) Jennifer Powers (ISP361) Symposium 2004. School Library Media Graduate Students (ISP523L). Graduate students NYSED Requirements (25 of the 100 required hours of field experience) NYS and ALA standards

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Joette Stefl-Mabry (ISP523L) Jennifer Powers (ISP361) Symposium 2004

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  1. Joette Stefl-Mabry (ISP523L) Jennifer Powers (ISP361) Symposium 2004 Stefl-Mabry/Powers

  2. School Library Media Graduate Students (ISP523L) • Graduate students • NYSED Requirements (25 of the 100 required hours of field experience) • NYS and ALA standards • Collaboration with K-12 partners (School Library Media Specialists, teachers, & students) • Development of a multi-media curriculum project Stefl-Mabry/Powers

  3. Web Development Undergraduate Students (ISP361) • Create web pages • Work with clients and web team • Understand users’ needs • Unique opportunity to do all three within a single course Stefl-Mabry/Powers

  4. Traditional Approach ISP 523L ISP 361 Dr. Stefl-Mabry Dr. Powers Web Projects Curriculum Projects ISP 523L K-12 Partners ISP 361 Stefl-Mabry/Powers

  5. Learning Pathways Approach Dr. Stefl-Mabry Dr. Powers Curriculum Web Projects ISP 361 ISP 523L K-12 Partners Stefl-Mabry/Powers

  6. Conceptual Framework • Problem-Based Learning(PBL) • teaching and learning approach with roots in medical education at McMaster University, Hamilton, Canada (Zumbach, Kumpf, & Koch, 2004) • “PBL uses case-based learning in small groups and is designed as a curriculum rather than just as a single lesson approach” (p. 25) • Contextual Inquiry • designing products from a designer’s understanding of how people work, collecting data by observing people and their motivations and details to create a shared understanding of the data by researchers and users (Beyer and Holtzblatt, 1999) Stefl-Mabry/Powers

  7. Conceptual Framework ‘cont. • Cooperative Inquiry • design approach involving multidisciplinary partnerships (Druin, 2002; 1999; Large, Beheshti, Nesset, and Bowler, 2004). • Participatory Design • collaborative team effort in all areas of the design process. Users are best qualified to determine their work and work life (Large, Beheshti, Nesset, and Bowler, 2004). Stefl-Mabry/Powers

  8. The Importance of Learning “Connections” Students who see the relationship between the tasks they do in school and what they do in life are likely to learn with a different intensity(Abilbock, 2002, p. 2). Stefl-Mabry/Powers

  9. Benefits of Collaborative Learning • Practice what students need for the real-world • Create a learning network using collective social capital (Noguera, 2003) • Develop and design multimedia curricula in response to users’ real needs (Bilal, 2000; 2002) • Integrate technological, pedagogical, and methodological appropriate solution(s) across disciplines • Build a multimedia curriculum project based upon continuous feedback from vested stakeholders (Druin, 2002; 1999; Large, Beheshti, Nesset, and Bowler, 2004; Fullan, 2005) • Grow information professionals who are “developmental leaders (system thinkers in action)” (Fullan, 2005, p. 102). Stefl-Mabry/Powers

  10. Future... • We will continue to investigate how collaboration can enhance teaching and learning environments • Please visit the ten poster sessions and provide us with feedback and suggestions • Interested in participating? Please contact us with curriculum needs and/or questions • Exit survey tonight Stefl-Mabry/Powers

  11. Works Cited Abilbock, D. (2002). The politics of knowledge. Knowledge Quest, Jan/Feb. 2002. ALA/AASL Standards for Initial Programs for School Library Media, March 2003, p. 4 http://www.ala.org/ala/aasl/aasleducation/schoollibrarymed/ala-aasl_slms2003.pdf date accessed November 21, 2004. Beyer, H., & Holtzblatt, K. (1999). Contextual design. ACM Interactions, 6(1), 32-42. Bilal, D. (2000). Children’s use of the Yahooligans! Web search engine: Cognitive, physical, and affective behaviors on fact-based search tasks. Journal of the American Society for Information Science, 51(7), 646-665. Bilal, D. (2002). Children design their interfaces for Web search engines: A participatory approach. Proceedings of the 30th Annual conference of the Canadian Association for Information Science (pp. 204-214). Toronto, Ontario: CAIS. Druin, A. (1999). Cooperative Inquiry: Developing new technologies for children with children,. Proceedings of CHI’99 (pp.592-599). Pittsburgh, PA: ACM Press. Stefl-Mabry/Powers

  12. Druin, A. (2002). The role of children in the design of new technology. Behaviour and Information Technology, 21(1): 1-25. Eastwood, K. and Louis, K. 1992. Restructuring that lasts: Managing the performance dip. Journal of School Leadership, 2 (2). Fullan, M. (2005). Leadership & Sustainability: Systems Thinkers in Action. CA: Corwin Press. Large, A., Beheshti, J., Nesset, V., & Bowler, L. (2004). Designing Web portals in intergenerational teams: Two prototype portals for elementary school students. Journal of the American Society for Information Science and Technology, 55(13): 1140-1154. Large, A., Beheshti, J., & Moukdad, H. (1999). Information seeking on the Web: Navigational skills of grade-six primary school students. Proceedings of the 62nd Annual Meeting of the American Society for Information Science (pp. 84-97). Medford, NJ: Information Today. Noguera, P.A. (1999). Transforming urban schools through investments in social capital. Motion Magazine May 20, 1999. http://www.inmotionmagazine.com/pncap3.html Date retrieved December 6, 2004. Zumbach, J., Kumpf, D., & Koch, S.C. (2004). Using Multimedia to Enhance Problem-Based Learning in Elementary School. Information Technology in Childhood Education Annual 25-37. Stefl-Mabry/Powers

  13. Stefl-Mabry/Powers

  14. Information Professionals School Library Media Specialists are effective teachers as well as effective information professionals. The elements of collaboration, leadership, and technology are integral to every aspect of the school library media program and the School Library Media Specialist’s role (AASL, 1998). The creation of a collaborative environment has been described as the “single most important factor” for successful school improvement initiatives and “the first order of business in order to enhance the effectiveness of school communities” (Eastwood and Louis, 1992, p. 212). In addition to school districts, previous course projects have engaged corporate, government, and non-profit partners to ensure that students receive the cutting-edge skills that they can apply immediately in the marketplace. Stefl-Mabry/Powers

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