Technically Speaking

This week in Technically Speaking we will be highlighting online sketchnotes.

What are Sketchnotes?  

I vividly remember my 12th grade ELA teacher. She would take points off on my notebook grade for each doodle in my notebook. My work around that was to keep a separate piece of paper on my desk for my doodling. Doodling was my one way that helped me focus pay attention in class (I had no idea that I had ADD until I went to college and learned about it). Sketching and doodling can be used by students to help them retain information.  "Doodling is actually a form of mnemonics, connecting images with information and significantly increasing our ability to remember what we have learned" (Gammil, 2019). Sketchnotes are deliberate drawings, text, and other graphics that are created instead of taking traditional notes. Sketchnotes are particularly powerful for visual learners who use pictures to make sense of information (sketchnotearmy, 2020). 

Where do I Begin? 

1. Give students time to practice and show plenty of examples.
2. Enlist help from the art teacher and show tutorial videos (https://www.youtube.com/watch?v=zNJyuJl5LKk) 
3. Validate student concerns. This is not about the art; it is how you process the information. 
4. Let students use the sketchnotes in class. (Gammil, 2019)
5. Practice makes perfect! 

Digital Sketchnotes

Sketchnotes are traditionally done on paper, but there are two websites that students can use to make their own sketchnotes. Digital sketchnotes are another way for students to process and present information visually. The first website is sketch.io. This site is easier to use for students and teachers who are just starting out making online sketchnotes This site uses preloaded clip art and stamps, but there are options to add your own clip art. The interface on this page works more like a traditional graphic design program. Students who are familiar with texting and emojis will like find this program easy to use. 

A second website for students and teachers who are more comfortable with sketchnotes can be found at https://sketchboard.io/ . This website creates connections between the concepts. Students can add flow carts and more advanced images. This site is more geared to students who have mastered simple graphic design and are ready for a more advanced interface. 

This is a sketchnote I made using sketch.io based on the readings for this week.

Remember we are all in this together! I am here to help. I am happy to co-teach a lesson with you. We can set aside some professional development time to practice using the new technology before you try it in your classroom. You need to be comfortable with the technology before you introduce it to the students. If you want more resources check out Kathy Schrock's resources page at https://www.schrockguide.net/sketchnoting.html. This page has several different types of resources to get you started using sketchnotes. Remember--as with any technology, there will be bumps in the road. We can work through these issues together. As the sketchnote says, collaboration is key!

Happy Sketching

Works Cited 

Gammill, D. (2019, February 19). The Benefits of Using Doodling and Sketchnotes in the Classroom. Retrieved September 16, 2020, from https://www.edweek.org/tm/articles/2016/01/04/the-benefits-of-using-doodling-and-sketchnotes.html

Johnston, M. P. (2012) Connecting teacher librarians for technology integration leadership. School Libraries Worldwide, 18(1). 18-33

Overbay, A., Mollette, M., & Vasu, E. S. (2011). A Technology Plan that Works. Educational Leadership, 56-59.

What are sketchnotes? (n.d.). Retrieved September 16, 2020, from https://sketchnotearmy.com/sketchnotes

 

Week 3 Intersection of Technology and Library Services

 Well..the first thing I did after watching the lecture this week was take the CRAAP poster down in the library. 

After listening to the podcast and completing the readings this week, I see the need to create my own chart to help my middle school students. The CRAAP method had a place, but it is antiquated even though it is still widely used. A quick Google image search provides pages of results with images and links to slide presentations and videos. The page I pulled my image from was updated on August 28, 2020. I think the reason this is still used is because it is easy to remember, easy to use, and humorous (especially for the middle school crowd). After listening to the podcast this week, I see that evaluating sites is more nuanced than the CRAAP method shows. 

Students are bombarded with so much information all the time. They need to be careful of consumers of information, and school librarians are the best equipped to help students navigate this new world. As technology changes, the evaluation methods need to change with it. The Framework for 21st Century Learning shows the skills that 21st century learners need in order to be successful. The information, media, and technology skills section shows the intersection of this weeks concepts by stating "we live in a technology and media-driven environment...Effective citizens and workers must be able to exhibit a range of functional and critical thinking skills, such as information literacy, media literacy, ICT (information, communications and technology) literacy." The integration of these last three concepts can happen through targeted instruction in the library in conjunction with content standards.  

I am going to take what I read and listened to this week to create my own graphic for my students. I do not want to overwhelm them with too much information, but they need a guide to help them navigate the increasingly complex technological world. The podcast listed 6 ways to help combat fake news. I would add a 7th.

1. A news piece should have an author for credibility.
2. Publishing information should be readily available.
3. Publication date should be current.
4. Sources are cited.
5. The piece should be well written.
6. Watch out for emotionally charged pieces that make the reader angry or afraid. 
7. Be mindful of the motivation of the piece

At first this list looks a lot like the CRAAP method, this list takes into account the shades of meaning that an article can have. The podcast called these steps an intentional methodology that should be used when evaluating a piece of text. The more students use this methodology, the more it will be internalized. Then students can be a 21st century learner who is armed with the latest skills needed to help integrate technology into the lives instead of making technology their life. 

Works Cited

Frameworks & Resources. (n.d.). Retrieved September 11, 2020, from https://www.battelleforkids.org/networks/p21/frameworks-resources

McHargue, M. (2017, March 07). Fake News & Media Literacy. Retrieved September 11, 2020, from https://theliturgists.com/podcast/2017/3/7/fake-news-media-literacy

Preuss School: Website Evaluation. (n.d.). Retrieved September 11, 2020, from https://ucsd.libguides.com/preuss/webeval

Comparing Standards

     I had several thoughts bounce around this week as I looked at the standards. Watching the lecture helped me to clarify my thoughts. I taught 7th grade ELA for 17 years. In those 17 years, I think that we changed standards 4 or 5 times. I have unpacked, aligned, mapped, spiraled... You name it, I did it. As I approached the AASL and ISTE standards, I took note of the "freedom" that Dr. Green spoke about. I can do what works for my students in my library. My middle school serves students in 6th through 8th grade. Those three years are crucial because of growth and development that occurs during those three years. I am excited to see how the students grow and progress through middle school. I can create the vertical alignment that my students need in order to prepare for high school and beyond. 

   The article, "Engaging Adolescent Literacies with the Standards," helped me understand how the AASL and ISTE standards can help enhance classroom standards. Because I was an English teacher, I focused on literacy daily. Spiering states, "staying knowledgable about the research and trends in literacy research is imperative as we try to meet the needs of the diverse learners in our school" (p. 46). So much focus has been on the technological aspect of opening school. For the first two weeks of school, computers were my main focus. This week I was able to have my first classes come into the library. Being able to see and interact with students was so refreshing. The lecture pointed out that technology "amplifies" what teachers already do in the classroom which can be positive or negative. The Spiering article helped ground me back to what my focus in the library should be. The computers are a necessity, but so is the library and the services we can provide to our learners. This is one area where the AASL standard and the ISTE standards overlap. In both standards, students must learn to be digital learners. The AASL Think domain under Inquiry and ISTE Knowledge Constructor show the need for students to be create thinkers that gather information from various sources. The inquiry process is a literacy that all classes should be teaching. As the school librarian, I can use the standards that students are learning in content classes and incorporate the AASL standards allowing for maximum student growth. 

    Technology is important especially in our current pandemic, but technology cannot be the end all for literacy. Students need to be taught the literacy skills that come with technology. This is another area where the standards overlap. The Curate shared foundation and ISTE Knowledge Constructor both emphasize the importance of digital citizenship and finding reliable sources. Spiering explains that having these skills allows students to "determine intent" (p. 47) which is a literacy that is needed in this current situation. Students need to be able to determine what information on the web is meant to persuade or even dissuade. Implementing this standard will look different at each grade level. 

    Both sets of standards also share a commonality with collaboration. Collaboration has a different look to it right now in the era of social distancing. Technology can enhance traditional classroom collaboration. Students are going to have to learn how a shared document works or how to set up a Google Meet to work on a project with classmates. Collaboration is one area that the pandemic might have helped. Students are learning at a young age how work together digitally. This skill is needed in 21st century colleges and workplaces. Our society is becoming increasingly global. Students need to see varied perspectives and viewpoints. The pandemic is forcing students and teachers to work together like never before. 

    The ISTE standards speak more to the technological side, but these standards are important for school librarians to know and implement. The AASL and ISTE standards can be incorporated into other content standards. It is my job to show the teachers how the library standards can compliment their curriculum. The library is not just for checking out book; it is a place for students to grow as learners.  By aligning AASL, ISTE, and content standards, students can become successful 21st century learners. 

Works Cited

Green, L. (2020, September 1). Module 2 SLIS 761. Lecture.

Spiering, J. (2019). Engaging adolescent literacies with the standards. Knowledge Quest, 47(5), 44-49.