HOW THE WORKSHOP WORKS

A COMMENT (FYI)

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 the section or respond to someone else's comments. Discuss your own way of doing things, or the online examples. Or ask Judith a question.

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

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    COMMENT: Watch the walls of your classroom or library dissolve...

     

     Worgirl

    All it takes is one computer hooked to the outside world and the walls come tumbling down.
    One online computer on the teacher's desk and a projector for sharing the screen, and all the www resources  in the world are yours. Travel the world and talk to people; pull up images, definitions, interactive sites, and your own notes - and edit them with your students, together, on the screen.

    Computers in the hands of kids allow them access to those same resources, adapted to their own interests and at their own speed. At home, at school, on the desk, in the lap, wired or not - the world has flown in your classroom window!

    source

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    QUESTIONS

    1. How has the online computer changed your practice?

    2. Do you feel a responsibility to bring real life resources to your teachers and students?  If so, how have you done it?

    3. Do you feel a conflict between what you can provide for your teachers and their ability to use it due to various reasons ( e.g. infoglut, restrictions of curriculum). If so, what have you done to simplify & make things more accessible for teachers and students?

    4. Do you notice a perception that you as teacher-librarian are less needed because the internet has so many resources? If so, what have you done to try to correct this attitude? Of course, as information "experts" we are needed more than ever!

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    EXAMPLES


    1.    Deliver news in various subject areas by RSS feed.

    WHY BRING NEWS INTO THE CLASSROOM? A SERIES OF UP-TO-DATE NEWS FEEDS - TO ENGAGE STUDENTS IN CURRENT, URGENT, RELEVANT ISSUES OF THEIR DAY

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    2.    Collect & publish resources about current events or issues

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    3. Connect students with real live stakeholders in controversial issues

    IDENTIFY THE STAKEHOLDERS

    Each STAKEHOLDER in a controversy has a particular point of view. Consulting as many stakeholders as possible, guarantees you a fresh, strong diversity of opinions and ideas to work with.

    Consider all of them, not only to give you an understanding of YOUR SIDE, but also to anticipate the arguments of THE OPPOSITION, which you will need for your REBUTTAL..

    TO DO: Make a list of stakeholders who would have an interest, involvement or be affected by your controversy. Submit it to your teacher for approval.

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    Typical stakeholders include:                        Where to find them online?          

    • Individuals with something to win or lose - Search by name
    • Nonprofit organizations ( e.g. community, national or international organizations, consumers associations,) Search by name
    • Workers ( Labour. professional associations)
    • Educational institutions / academics ( peer-reviewed publications) Search database and limit by "peer-reviewed"
    • Governments e.g. (British Columbia, Canada, US) or Search by name
    • For profit businesses industries (associations, employers) Search by name
    • Also look for:  Media reporting in database: print, audio, video

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    4.  Give students access to real professional tools:

    Biology databases

    Law books, news, statues etc.

    Activist Handbooks

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    5. Take advantage of the race to digitize primary sources

    SS 10 CLASS DEBATE: LOUIS DAVID RIEL - HERO OR TRAITOR?

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    6. Give your students & teachers the very best in the world:

    Venerable Canadian References

    Photographic Essays

    TED lectures (" The world's greatest thinkers and teachers" )

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