Talking in the Library

The problem Every year students surprise me with the way they navigate the internet, or "read online."  Kim Young noticed when she asked 9th grade students to browse the internet for introductory research, 60% of of them didn't show the skills, strategies and behaviors associated with consciously browsing the internet to get an introduction to a topic. The solution In the Advanced Innovative Learning Team (AILT),  Kim and I discussed this data point and decided to create a lesson using a deck of cards to scaffold student browsing during the initial research phase of the 9th grade Global Concerns project. Students research three different geographical areas for 20 minutes to get a feel for which one they might want to select for their extended research project. We opened the lesson by modeling a Google search, paying particular attention scanning article titles, URLs and snippets. Most students click on the first result, and we want them to use the strategy

I'm part of the the Advanced Innovative Learning team led by Kerri Stoffel and Kim Young. This group gives me the time and support to explore new technology. I have a split focus for this year: understanding and making Alexa skills for the library, and integrating geospatial data into freshman history classes with Kim Young. Last week I attended the tinkering day at the Weston Arts and Innovation Center with the entire group.  I worked on the Alexa project. Alexa is the voice assistant for the Amazon Echo. There are a bunch of other products like this on the market, like  Google Assistant , Siri and Cortana . I became interested in working on this because I had heard a lot of talk online about voice assistants in the library, some against because of privacy issues, and other pro, because of the additional services they can offer patrons about the library program. Some people believe voice assistants are the next wave of library services. Personally I'm horrified b

I attended the Northeast Regional Media Literacy conference this past weekend.  Being around media literacy scholars and teachers reminds me how critically conscious consumers of media are empowered, independent, analytical,  informed, active citizens: just the profile we wish for our students. One of the most interesting things about being a librarian is being immersed in media, and noticing how media has changed over time. I was a 20th century kid. Media was books, Pong, print newspapers and magazines, movies in theaters, channels 2, 4, 5, 7, 9, 11, 13 and, once I hit middle school, Wometco , the fledgling NYC area cable channel featuring Uncle Floyd . Here comes the refrain: now we live in 24/7 media cycle. 21st century students live in a completely different media environment than the one I grew up in. The Action Coalition for Media Education summarizes the shift beautifully: Epistemological shift : from 20th century WORD to 21st century IMAGE Tech