HOW THE WORKSHOP WORKS

QUESTIONS
Create a starting point for yourself. Answer the questions , reflect on your own practice. You may wish to jot down a few notes.

EXAMPLES
Click to the online examples.

DISCUSSIONS
Contribute your original ideas to the COMMENTS, at the bottom of each section or respond to someone else's comments. Discuss your own way of doing things, or the online examples. Or ask Judith a question.

back to the workshop start

JOIN ANOTHER DISCUSSION,  BUT CHECK BACK HERE OCCASIONALLY TO SEE WHAT HAS BEEN ADDED.

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    QUESTIONS

    1.    What do you write in your daily practice? e.g. Annotated lists, lesson plans, stations approach guideline sheets, speeches, professional development activities, promotional articles, posters, pamphlets, booklets, articles for school newsletters, calendars, book reviews, instructions

    2.    Have you published any of them online? If so, what have been the advantages & disadvantages of the online version versus the print version?

    3.   If you have not published online, would you like to start?

    4.    Has the learning curve involved in using computer technology or software been an impediment?

    5.    Have you looked at various library sites and gleaned some good ideas you would like to implement?

    6.    Why do you think it is necessary, or unnecessary to have an online presence?

    7. If you are publishing, do you think you are taking full advantage of the interactive, social connectivity & and up-to-the-minute information available online?

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    OPINION: Why have an online presence?

    excerpted from workshops

    WHY PUBLISH ONLINE?

    • Because our school library walls have dissolved with the invention of digitized information. No longer confined to so many feet of shelf space and so many volumes, this information is part of our reference collection, if we want it to be. We are the educators  most professionally - trained  in our school communities, to pick and choose what's meaningful. (more)

    • Because our ability to communicate is multi-dimensional in an instant message world. We really need to do more than hand a teacher a list of sites and walk away.  Lists of book titles have never been useful by themselves either, unless, introduced by a teacher-librarian in an enthusiastic one-on-one or class endorsement. Our job is not only to find materials for students and teachers, but also to teach them how to do it themselves next time.

    WE ARE PRESENT

    • When we are accessible.  We weave online conversations into our day, free of time and space impediments.
    • When we find rich digital content, which we adapt (with online editing) to the exact needs of a child or adult; the right amount of information, depth, detail & readability  - and provided exactly when they need it.
    • When we frame content with our critical comments, integrating information literacy naturally, the way we would do in a one-on-one conversation.
    • When we teach with online computers to promote cross-disciplinary issues such as academic honesty and citation grammar.
    • When we teach students and teachers the art and science of online searching including information literacy, critical thinking, and media literacy

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    EXAMPLES from a "transparent" practice

    WORKSHOP DELIVERY MODEL
    (As modelled by this workshop), site is created, used in a live workshop, and then remains online for reference.

    • Open sesame 2.0 : Helping students experience the treasures of the web resourcefully, creatively & critically

    MY YEARLY 'TO DO' LIST

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    EXAMPLE: Workshops to encourage teacher-librarians to publish online

    Dear Teacher-librarian Colleagues

    I feel strongly that the Internet has provided us with a window of opportunity to connect powerfully with our students and teachers. But we need to:

    1. adopt online resources as part of our holdings, not something out there, and
    2. to create an online presence for communicating and leading students to resources and as a key to teaching information literacy.

    I feel a sense of urgency as teachers and students become increasingly independent of us “information specialists”, and access is eroded by info glut, advertising and big media bias.

    The purpose of this site is to show you how to create a multilevel resource-based online assignment:
    - which is a collaborative lesson or assignment between teacher and teacher- librarian including some or all of the following components:

    • A basic text assignment which is posted online and which is edited
    and enhanced with some or all of the following:

    • Various pages or levels that are interlinked (or uploadable)

    • Hyperlinked text to: definitions, explanations, images, etc

    • An information literacy narrative threading through the lesson ( as simple or complex as you like).

    • Professionally chosen online resources (databases, interactive
    sites    , RSS feeds, embedded video, e-books, etc)

    • Critical analysis of issues can be naturally integrated into a lesson if all the
    stakeholders’ points of view are part of the research (www resources allows us
    to do this).

    PRACTICALLY SPEAKING...

    Scissor 1) Sign up for a Google account
    2) Sign up for Google Docs and Blogger ( free, sponsored by Google)
    3) De-construct (cut apart) the digital copy of an assignment into logical bits.
    4) Search for online resources to enhance or deepen the assignment. This may include such things as: definitions, diagrams, maps, online lessons, embedded videos, images, charts, databases, RSS feeds.
    5) Add an information literacy narrative, or component.
    6) Post it in layers (various posts) on Blogger
    Sewing3 7) "Sew" it back together with hyperlinks
    8) Put the enhanced assignment back on the main page

    9) If you have a more sophisticated blog program, add widgets and bells and whistles such as the tiger skin blidget below which links to a bestlibrary.org site.

    photos: earl53 and mantasmagorical@morguefile

    MORE AT SITE

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