For those who requested a hit, here it is. I separated the responses with a
line for easier reading.
Thanks to those who responded --Jamie
A seminar course for the purpose of developing academic “muscle,”
information literacy proficiency and digital citizenship
Personal identity as learners/scholars
Articulate a statement of purpose for the classroom and for individual
Select an area of personal interest over which the rest of the course will
be laid.
Process is first area of focus. Read several articles and excerpts and
discuss how processes work.
Work through the digital toolbox
- Library catalogs, tagging and electronic books – read at least one
full length book on selected topic. Use available methods to
tag, annotate,
take notes, mark passages. Introduce and reinforce content reading
strategies. Introduce and apply citation of books. Begin to keep an
annotated bibliography in MLA format. Use appropriate digital tools to
assist this process.
- Reflective writing will be part of each section. Select appropriate
tools for this purpose – could use Word, OneNote, a blog, a class wiki,
etc.
- Online databases will be explored next. Searching, annotating, using
features of the databases will be explored. Again, reflection, new
information, connections, etc. should be noted and written about. Close
reading for bias, missing information and spin should be part of this
section as well.
- Other online sources will also be addressed. Advanced searching in
Google, critical use of Wikipedia, building a link library and
personal web
portal will be addressed. Diigo will be used, along with Delicious to
create an annotated collection of links related to the topic being
explored. Reflections will move to a blog at this point, so
that sharing
and effective commenting will be able to be addressed.
- Digital tools for sharing acquired knowledge will form the next focus
of the seminar. Decisions will have to be made about how to share what’s
been learned, and how to answer questions that have been raised by the
reading and listening the students have done thus far on their area of
interest. Tools for digital storytelling and other online methods of
sharing knowledge will be explored. The ethical use of
information, images,
music and the creation and sharing of those things with the larger world
will be discussed and acted upon.
The seminar culminates in a public exhibition of the work that has been done
over the course of the semester. (A thoughtful point is made by Dean
Shareski <http://www.google.com/reader/shared/m.williamsmitchell> about the
stages of sharing academic work) Attendees will be encouraged not only to
listen to and watch presentations, but to ask questions and engage students
In dialogue and debate about their work.
A final reflection about the experience will be the last component of the
class. It will include a revised statement of purpose for the individual as
learner/scholar.
________________________________________________________________________
For the last five years I taught a course to freshmen that was part of the
three week rotation/seminar. It included tech use at my school as well and
was taught in the library computer lab. Here's how it progressed:
Day 1: library scavenger hunt
2: Network/technology issues: account logins, troubleshooting, passwords,
using our school email, set up Noodlebib accounts
3: Microsoft Word tips and tricks, finding and citing a book, using images
in Word (this is a three page Word doc that they have to format correctly,
written in class)
4: Using school databases: create personal logins, search lists, etc.
5: Web search techniques, website evaluation, and a game where competing
teams have to decide which website are are authoritative and which are bogus
6: Using Google docs, teams of three select a research topic (social issue
that has differing viewpoints, like gun control, abortion, etc.), teams set
up their Google doc for collaborative work, including me as a collaborator
so I can comment on their work
7 & 8: In class research (this class has no homework - it's all done in
class), documentation of research in Noodlebib, notes & organization in the
Google doc (lets me see that all are contributing)
9: Introduction to PPT, begin creating their presentation
10: Finish presentations
11: Each group gives a five minute presentation about their topic and also
about how their research was conducted, what worked, what didn't etc.
12: TRAILS-9 assessment and review
13: This is an extra day, as sometimes the calendar leaves only 12 days for
class. It can leave room for extra research time, or doing a unit on
copyright/fair use, or a lesson just on Wikipedia, etc - I have several
different things I do based on how classroom conversations have gone.
*Outline of Course*
In this course, students will assist in basic library duties, as well as
completing various library-related assignments
*Objectives*
Upon completion of the course, all students will be able to:
Check books in and out using Destiny library software
Shelve books correctly using the Dewey Decimal System
Create digital booktalks to promote books that they have read
Write book reviews for books that they have read
*Course Expectations*
*Student Behavior – *Students are expected to be responsible and respectful
at all times. Students not exhibiting appropriate behavior may receive
verbal warnings, written assignments, and/or parental contact. Continual or
severe disruptions will be referred to the office.
*Food and Drink – *Students may bring drinks to class if they are in a
bottle or cup with a lid. No food may be brought to the library.
*Late Work – *Late work may be turned in for half credit.
*Attendance and Participation – *Students are expected to attend and
participate every day. 2 points will be deducted from the Attendance &
Participation grade each time the student is absent. 1 point will be
deducted each time the student does not participate.
*Grading Structure*
The final grade in the course will be based on the following structure
3 digital booktalks @100 points each 300 points
3 book reviews @ 50 points each 150 points
3 scripts or storyboards @ 20 points each 60 points
3 prewriting assignments @ 10 points each 30 points
Attendance & Participation *360 points
*
*Total 900 points*
Students will receive rubrics showing how each assignment will be graded at
the time the assignment is given.
--
Jamie Tobin, library media specialist
Mechanicville Middle/High School
Mechanicville, NY
jtobin@mechanicville.org
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