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A Perfect Match: Library 2.0 in support of IB framework of learning Dr. Dana Dukic Kowloon Junior School Hong Kong.

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Presentation on theme: "A Perfect Match: Library 2.0 in support of IB framework of learning Dr. Dana Dukic Kowloon Junior School Hong Kong."— Presentation transcript:

1 A Perfect Match: Library 2.0 in support of IB framework of learning Dr. Dana Dukic Kowloon Junior School Hong Kong

2 A Perfect Match2 IB FRAMEWORK OF LEARNING, WEB 2.0 AND LIBRARY 2.0: A COMMON GROUND inviting participation supporting collaboration user (student) centered personalized services and resources trans-disciplinary in constant change There is a major change in attitude to learning, building knowledge and providing services to end users:

3 A Perfect Match3 Inviting participation Collaborative Personalized User (student) centered Trans-disciplinary In constant change WEB 2.0 IB CURRICULUM LIBRARY 2.0

4 A Perfect Match4 School library 2.0 in support of the IB curriculum Library is a physical space and a cyberspace, accessible to its users from any location and at any time It is a mash up of traditional library services and innovative Web 2.0 services Provides contents in various formats to meet students’ personalized needs Collaborative in creating library resources and services Makes use of Web 2.0 applications and services Uses social bookmarking to create on-demand resource guides and on-the-fly pathfinders to support IB curriculum needs In constant change

5 A Perfect Match5 KJS Library in support of PYP curriculum Library is a mash up of resources and services Library is everywhere – accessible at any time and any place Supplies a variety of resources in different formats (KJS website)KJS website Supports recreational reading (KJS website)KJS website Instructs in information literacy (libraryzone, information literacy page)libraryzoneinformation literacy page Collaborative in creating resources – wikis: libraryzone, pyplibrary, ISLD libraryzonepyplibraryISLD Offers interactive web space – forums (book rap), messaging, quizzes, wikis forums Introduces Web 2.0 applications – wikis, podcasts wikispodcasts Prepares on-demand resource guides and on-the-fly pathfinderspathfinders Monitors users’ needs – downloads, popular pages (CLC Statistics)CLC Statistics

6 A Perfect Match6 Wikis in libraries What are wikis and how do they work? simple websites that can be created and edited by many authors users can always add new information and edit previous submissions allow their users to compare previous versions of its pages users can track who wrote or edited what and when A well-known example of wiki is Wikipedia, a collaborative online encyclopedia. Wiki space types: public protected Private Wiki tools PB Wiki, Jot Spot, Wet Paint, PM Wiki, Media Wiki, WikiSpaces

7 A Perfect Match7 How are wikis used in libraries subject guides policy manuals for project planning resource listings as a library instruction resource professional collaborative websites Wikis in school libraries Tiger TalkTiger Talk ~ Book Review podcasts Grandview Library Moncrief Library Wiki Teacherlibrarianwiki ALESS

8 A Perfect Match8 Library instructions and wikis Web 2.0 technologies introduce a new quality in delivering library instructions A number of school libraries offer online tutorials encompassing animation programming, streaming audio and video, coupled with interactive quizzes and handouts for downloading (PRIMO).PRIMO Web-based tutorials are very convenient because they are available any time and students can study at their own pace. A drawback is that students have no opportunity to interact with the instructor or with other students. This shortcoming of web-based tutorials can be solved by introducing wikis as a platform for creating library instruction materials.

9 A Perfect Match9 THE WEATHER PROJECT Central ideas: school library is an extended classroom, a technology reach environment offering to students a great variety of resources in different formats Web 2.0 attitude and technologies can effectively support PYP curriculum framework by helping students to become active learners and encouraging them to learn in collaboration with others linking up information literacy with children’s literature has a strong effect on children’s learning motivation helping students to develop skills that will encourage them to learn beyond their classroom and beyond the limits of formal education

10 A Perfect Match10 Key questions Reading and discussing the story What is the idea behind the story The Thundercake by Patricia Polacco? How is the story organized? What did students like in the story The Thundercake? Information resources about weather What kind of information resources we need to research about weather? How to use nonfiction books? How to use encyclopedias? How to decide whether a website is good and useful? New information technologies What is wiki and how to use it? What are podcasts? How to create an MP3 file with Audacity?

11 A Perfect Match11 What do we want students to learn? (specific expectations) literary work appreciation, and to understand that a good story can be a starting point for further inquiry to acquire information literacy skills: use wiki, search information resources, evaluate website, create audio files to learn and generate new knowledge in collaboration with others to participate in project development

12 A Perfect Match12 Sample year 3 students in Library Club in KJS - Hong Kong All the students except one were ESL children No previous experience in web publishing. Software Wikispaces it is offered for free for educational purpose in K-12 schools. easy to use contains a history page contains a discussion page that allows users to put comments email notification of changes to the page page feeds an option to import a blog entry email usage statistics can be arranged that only invited members can edit the content.

13 A Perfect Match13 Implementation 2 types of activities: literary, connected to the story information literacy Literary and literacy contents and activities were interwoven and they support each other during the project

14 A Perfect Match14 Activities related to the story 1. Reading the story about weather discussing the story elements: setting, characters, problem, solution writing the story elements into a worksheet introducing Audacity Audacity – recording thoughts about the story 2. Searching for other stories about weather in KJS Library brainstorming key words connected to weather 3. Learning the parts of a book Parts of a book 4. Creating a list of stories - bibliography: students used worksheets with bibliographical data students learned how to use the CitationmakerCitationmaker

15 A Perfect Match15 Collecting information resources on weather Nonfiction books How to use nonfiction books How to use nonfiction books – PP lesson creating a list of nonfiction books about weather in KJS Library Encyclopedias Searching encyclopedias Searching encyclopedias – PP lesson creating a list of encyclopedias with information about weather Internet How to find a good website How to find a good website – PP lesson How can you tell it’s for realHow can you tell it’s for real - exercise testing websites on Weather by using a worksheetworksheet

16 A Perfect Match16 Inquiry about thunderstorm In the story The Thundercake by P. Polacco the grandma advises the little girl to count seconds between lightning and the sound of thunder to be able to guess how faraway a thunderstorm is. Students were surprised by this statement and wanted to know if it was true and why. Inquiry questions What is a thunderstorm? Why do we see lightning first and hear thunder afterwards? How do we know how far away a thunderstorm is? During the inquiry students used resources like nonfiction books and the Internet, made notes and formulated answers and explanations. They presented their finding in Wikispaces.

17 A Perfect Match17 Creating a podcast Thunderstorm Students prepared a script and recorded audio by using Audacity In the podcast Thunderstorm children explain the elements of the story The Thundercake by P. Polacco, talk about their inquiry about thunderstorm and tell jokes about weather. Thunderstorm Story writing discussion about the story structure creating a basic story structure by using a worksheet writing a story about fear of thunderstorm Students stories (click the icon)

18 A Perfect Match18 Students’ self-assessment What did they learn? how to use wiki how to record an audio file (Audacity) parts of a nonfiction books how to know if a website is good or not What they liked, and what they didn’t like? creating hyperlinks sending messages recording with Audacity writing stories What grade would they give themselves? The highest! Evaluation

19 A Perfect Match19 Observation during the lessons students enjoyed the story and discussed the story elements collaborated inside a group but there was no inter-group collaboration once the work was published students didn’t make any changes used messaging to contact each other and the librarian for instructions in using wiki rarely used discussion space asked questions (what is a thunderstorm?) and suggested other activities (story writing) history page showed that all students were not equally active considered their work as a group effort and success worked also during the recess time and from home Students enjoyed recording the audios with Audacity

20 A Perfect Match20 Analysis of students’ final work Students’ work is displayed on 4 wiki pages: Thunder Cake Stories by students Weather fiction books Information resources Thunder Cake Stories by students Weather fiction books Information resources The textual part is done by students (librarian inserted pictures) Information resources page is a good resource for unit of inquiry about weather Stories are short but well structured List of fiction books about weather is useful for the weather unit of inquiry (teachers borrowed some books for classroom reading) Thunder Cake page shows students’ feedback to the story

21 A Perfect Match21 Conclusion for the Weather project Instructional practices children’s story was a good introduction to the project wiki is a useful instructional tool for teaching information literacy students still have to learn to manage wikis to make use of it in its full potential library is a platform for collaborative and personalized learning Learning students acquired new information literacy and other skills students worked collaboratively on the project, asked questions, participated in planning project activities learning was personalized, students picked project tasks according to their interests and skills students had the opportunity to work on the project at any place and any time they found convenient

22 A Perfect Match22 Skills development research skills (how to use nonfiction books, encyclopedias and the Internet) critical thinking skills (how to decide if a website is good) decision-making (made decisions about division of labor in the project) communication skills (worked collaboratively on a project, learned how to use wiki) Practical benefits (in PYP discourse called “action”) Year 3 teachers used some of the resources created be students in their everyday classroom work they checked out books from the collection of stories about weather and read them in classroom: used nonfiction books about weather for practicing research skills

23 A Perfect Match23 Conclusion IB curriculum is officially described as “inquiry-based” and “resource- based”, and this already makes the library essentially involved in the whole process of teaching and learning. I showed here some illustrations of the role that the school library can play in the implementation of the IB program. There are many more contributions that the library can offer, which are made by other librarians or are waiting to be explored in the future. It would be a pity if these opportunities were missed or forgotten in the development of the curriculum, as they apparently sometimes are. For instance, in the new and very comprehensive document Making the PYP happen: A curriculum framework for international primary education the search for the word “library” gives the result “total instances found: 0”.

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