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School Library Media Graduate Students (ISP523L)

School Library Media Graduate Students (ISP523L). Graduate students NYSED Requirements (25 of the 100 required hours of field experience) NYS and ALA standards Collaborate with K-12 partners (school library media specialists, teachers, & students) and IT developers

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School Library Media Graduate Students (ISP523L)

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  1. 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 • Collaborate with K-12 partners (school library media specialists, teachers, & students) and IT developers • Integrate theory and practice by developing a multi-media curriculum project based upon users’ information and instructional needs • Understand the importance of ongoing evaluation and assessment Stefl-Mabry/Powers

  3. Web Development Undergraduate Students (ISP361) • Create web pages using an iterative approach • Work closely one on one with clients • Understand users’ needs • Receive feedback from “real” users • Unique opportunity to learn in a collaborative environment about user-centered design   Stefl-Mabry/Powers

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

  5. Problem-Based Learning 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) a 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 a design approach involving multidisciplinary partnerships (Druin, 2002; 1999; Large, Beheshti, Nesset, and Bowler, 2004). • Participatory Design defined by 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 • Students practice what they need for the real-world • Create a learning network using collective social capital (Noguera, 2003) • Students develop and design multimedia curricula in response to users’ real needs (Bilal, 2000; 2002) • Students integrate technological, pedagogical, and methodological appropriate solution (s) across disciplines • Students build a multimedia curriculum project based upon continuous feedback from vested stakeholders (Druin, 2002; 1999; Large, Beheshti, Nesset, and Bowler, 2004; Fullan, 2005) • University grows 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 seven poster sessions and provide the presenters with feedback and suggestions • Interested in participating? Please contact us with curriculum needs and/or questions – we’re putting together plans for Fall 2005 now! 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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