Just Advocatin’ Advocate v.tr. 1. recommend by argument (a cause, etc.).2. plead for; defend. v. support, champion, back endorse; urge; preach, teach Jewell, Elizabeth J. Oxford American Desk Dictionary and Thesaurus, Second Edition. New York: Oxford University Press, 2002.
Know and start with what you are asking for; expect to only have three to five minutes. Be accurate, specific and brief. (If you can't answer a question, say so and then offer to get the information. Follow-up.) Be child-centered. This is about meeting the needs of children; it cannot be all about school libraries. Have a BRIEF student-centered story to put a face on your "ask." Know your congressperson and their interests (visit their Website in advance). Connect to his/her interests if possible. If you see/speak with a staff member instead of the congress person, be respectful and basically proceed as if talking to your congress person. But How???? Start with OELMA Talking Points…
What Is Advocacy? Advocacy is building support for something (an organization, an ideal, a cause) gradually, over time. It is a long-term, step-by-step process. It is the broad umbrella term under which public relations, marketing, lobbying, and advertising campaign, all fit. Advocacy is building support for something (an organization, an ideal, a cause) gradually, over time. It is a long-term, step-by-step process. It is the broad umbrella term under which public relations, marketing, lobbying, and advertising campaign, all fit.
What is An Advocate? An advocate is a person who can be counted on in all venues and circumstances to support a particular cause. At every opportunity, such a person will gather their courage, and speak-out or act for the good of the cause in which they believe. An advocate is a person who can be counted on in all venues and circumstances to support a particular cause. At every opportunity, such a person will gather their courage, and speak-out or act for the good of the cause in which they believe.
School Librarian As Advocate Hi Joe, I have linked here ( http://www.diigo.com/078k8 ), a rather lengthy research article about information literacy and 1:1's. Because of its length I have linked to a version in which I have highlighted sections that are particularly instructive as to the librarian piece -- which seems quite crucial to a successful program. I was particularly struck by the one example from Maine where information literacy instruction was implemented during the last two years of elementary school BEFORE students received their laptops. At our first librarians meeting of the year, two weeks ago, the elementary librarians agreed to meet with their principals to explain what they are presently doing in the realms of information literacy and digital citizenship. We decided that at our professional meetings going forward, they will explore other links and resources that might either be used by them or "marketed" to teachers for classroom use. I have also recently made an inquiry to Paul G. into the monies coming to the district as a result of the "media factor" of House Bill 1. These monies are being distributed over a five year period, although this year's installment should have already been received. Our long term planning for district libraries, should I think, include some discussion of returning the elementary libraries to the one librarian, per one building model that we had several years ago. So much more of the education around these important issues could occur, if there were a full time librarian in each building (or "instructional unit") as the House Bill specifies…. http://www.diigo.com/078k8
Annotated Research Article Information Literacy in the Laptop Classroom by Mark Warschauer � 2007 Background/Context: Technological and economic changes have put a high premium on developing students � information literacy and research skills. Previous attempts to deploy educational technology toward these ends have proved disappointing because K � 12 teachers have difficulty integrating shared computers into instruction. In response, numerous schools and districts have piloted one-to-one programs, in which each student has access to a laptop computer connected wirelessly to the Internet throughout the school day.Purpose/Objective/Research Question/Focus of Study: This paper analyzes the information literacy and research practice in a purposely stratified selection of 10 one-to-one laptop K � 12 schools in California and Maine. Mark WarschauerMark Warschauer Research Design/Data Collection and Analysis: Sources of data in this multisite case study include observations, interviews, surveys, and teacher- and student- produced materials. Findings/Results: The study found that students in all the laptop schools learned to access information, manage it, and incorporate in into their written and multimedia products. However, the focus on evaluating information, understanding the social issues surrounding it, and analyzing it for the purpose of knowledge production varied widely across schools. Some schools succeeded in promoting scholarly approaches to working with From: Teachers College Record 2007 Mark Warschauer 2007