Raindrops on roses and whiskers on kittens
Bright copper kettles and warm woolen mittens
Brown paper packages tied up with strings
These are a few of my favorite things
Sarah Justice, President Elect
Raindrops on roses and whiskers on kittens
Bright copper kettles and warm woolen mittens
Brown paper packages tied up with strings
These are a few of my favorite things
And there's food -- lots of food -- planned for the reception! So much food you could make your own "dinner with an author" session while you graze the buffet, enjoy a drink from the cash bar, and get your favorite author to sign his or her latest book!
See you Thursday night!
Get connected at lunch on Thursday, November 4, 2010!
The All Conference "Connections" Luncheon, included in your conference pre-registration, features some of our national leaders in school librarianship, 21st century learning, and leadership and advocacy for school librarians:
The focus of the panel discussion will be the future of school libraries and school librarians.
Be sure to connect with your colleagues and these national leaders at lunch on Thursday!
A limit number of lunches will be available to those who register for the conference on-site; however, all are invited to attend the panel discussion.
If all goes as planned the switch will be barely noticeable. Also, if any members have scripting experience and would like to help with the website, please contact me. Good luck with the new school year!
NCSLMA Past President and Webmaster
Director-Elect Region IV AASL Affiliate Assembly
The multi-state SMARTER Balanced Assessment Consortium - of which North Carolina is a governing state - has placed Computerized Adaptive Testing as a central component of its proposed assessment system for the Race to the Top Assessment Grant. If the grant proposal is accepted, member states will have the option to implement the CAT system fully online in the 2014-15 school year or use a comparable paper and pencil assessment. Starting in the 2016-17 school year, all member states will have to use the fully online system. The NCDPI released a report to the Board that discusses the benefits and challenges related to implementing a Computerized Adaptive Testing system in North Carolina. It can be found on the ACRE website under Resources and Publications at http://www.ncpublicschools.
Visit NC FALCON – What better time to visit NC FALCON then the beginning of a brand new school year? The North Carolina Formative Assessment Learning Community's Online Network (NC FALCON), available online at http://center.ncsu.edu/falcon/
America's Legislators Back to School Program - America's Legislators Back to School Program, sponsored by the National Conference of State Legislatures, will be held Sept. 20-24. Teachers are encouraged to extend invitations to their local representatives to visit and talk with students about the legislative process and what it's like to be a state legislator: the processes, the pressures, and the debate – the negotiation and compromise that are the fabric of representative democracy.
Elementary School Conference Scheduled - The Seventh Annual Elementary School Conference, “Tools for Building a Better Tomorrow,” will be held Oct. 24-26 at the Raleigh Convention Center, Raleigh. Conference strands include quality teaching across the curriculum, responsive teaching and promoting global understanding. The registration fee is $150 for NCAEE members and $175 for non-members. There is an additional charge for pre-conference sessions. There will be no onsite registration. For a complete agenda and registration information, please visit www.ncelementary.org.
Blended Learning - Learn NC has just published an article about blended learning in its education reference. It explains the characteristics, history, features, and benefits of this teaching and learning method. At the bottom of the article are links to LEARN NC's other blended learning resources, including a guide to implementing blended learning in the classroom, and online courses that teach various blended learning principles.
Poetry Out Loud - The North Carolina Arts Council is inviting high school teachers to become a part of Poetry Out Loud, the national poetry recitation competition for high school students. For the sixth great year, North Carolina high school students will be memorizing poetry to recite in front of friends, family, teachers and total strangers—and teachers are an important part of the program. Students can choose from an amazing selection of poems that can be found online at http://www.ncarts.org/
It’s tax-free weekend in
On the other hand, if you read the newspaper, The Friday Report, or the State Board of Education blog you learn that North Carolina is among the states facing the worst budget shortfalls next year – a projected shortfall of over $3 billion, according to a report by the National Conference of State Legislatures. Only
Now add to this strange mix: a new Teacher Evaluation instrument that emphasizes 21st century skills & knowledge, the introduction of new Essential Standards replacing the familiar Standard Course of Study in every curriculum area (including the integration of information and technology skills), and the possibility of Race To the Top funding with all the strings attached.
What’s your take on this challenging, confusing convergence of circumstances? In my mind it means no more status quo. I’m thinking hard about what it means to model 21st century skills and knowledge. I’m drawing on my PLN to develop resources for 21st century learning. I’m making plans to use technology in new ways to promote collaboration, new communication models, and critical thinking. Most of all, I’m keenly aware that I have to: 1) be on top of my game, and 2) make others aware of my efforts, especially when it comes to my impact on student learning. It’s not enough to do good work behind the scenes. I can no longer acquiesce to the stereotypes about librarians, the warm fuzzy library memories that so many share, and the outdated ideas that the library is just for quiet reading and checking out books. I'm not your mother's school librarian -- why, I'm not even my adult son's school librarian. No more status quo.
This year, a year of profound change and challenge, things will be different. I’m taking some advice from the comments of Gary Hartzell on the Blue Skunk Blog post “Wisdom from Hartzell and Professional Death Wishes”. Hartzell says that success flows to the visible. It’s up to me to show that the school library is essential – to teachers, as a partner in data-driven instruction, to administrators as a supportive model for 21st century teaching and learning at every level, to students as THE place to engage in exciting learning activities, and to parents and the community as the 21st century learning environment their children deserve. Big ideas, big plans, and let's face it -- a big challenge.
Chances are I may not have a adequate budget or an assistant to share the day-to-day work load this year. In fact, I’ll probably be doing more with fewer resources, just like every other teacher at my school. What I DO have, however, are personal resources -- the vision for what I need to accomplish, a commitment to 21st century teaching and learning, the technology skills to support my goals, a great PLN to propel me forward, and the ingenuity to embrace a new kind of practice.
The new school year is almost here. It’s exciting and scary. The stakes have never been higher, but I’m staring straight into the future. No more status quo. What will you be doing differently this school year?
| FutureofEducation.com interview series, I'll be talking live with Leonard Waks, Professor Emeritus in Educational Leadership and Policy Studies at Temple University, who's writing a book with the working title The LearningWeb Revolution: Web 2.0, Digital Tools, and the Transformation of Education. Join us for what promises to be a fascinating discussion of educational change. |
Date: Tuesday, 11 May, 2010
Time: 5pm Pacific / 8pm Eastern / 12am (next day) GMT (international times here)
Duration: 60 minutes
Location: In Elluminate. Log in at http://tr.im/futureofed. The Elluminate room will be open up to 30 minutes before the event if you want to come in early. To make sure that your computer is configured for Elluminate, please visit http://www.elluminate.com/support. Recordings of the session will be posted within a day of the event at the event page.
Event (and Recordings) Page: http://www.learncentral.org/event/73309
Leonard has been an active participant in the FutureofEducation.com series, and is doing an amazing job synthesizing the larger themes playing out in education as reflected through previous guests and other current voices. In preparing for tonight's interview he has written me:
"I think we are at a crossroads at the moment. On the one hand folks like Robert Epstein and Anya Kamenetz are pulling away from the schools to take advantage of the affordances of the web. On the other, so many folks are doing the opposite: channeling the power of the web into the schools to neuter it while retaining the top down structure of learning.
...My questions (and answers) are: what is fundamental or revolutionary change (change in basic grammar of learning or 'paradigm'), is web 2.0 generating fundamental change yet (not really), will it (probably but not inevitably), what would it look like if it did (open learning centers), and how will it get there if indeed it will (a path from virtual schooling to blended schools to OLCs). I think the transition to blended schools will now be swift; the question is what happens next...
Here are a few interesting thoughts from your favorite authors to put together:
1. We are surrounded with new tools that are powerful, mobile, cheap, easy to learn, easy to use, and soon will be ubiquitous. (Jeff Howe)
2. With these tools it is increasingly easy to learn, to contruct and express one's knowledge and insights, to exchange, to cooperate and collaborate, and to act collectively (Clay Shirky).
3. Late teen and early adult years are cognitively peak years (Bob Epstein) and the young people are the primary users of the new tools (Kaiser Family Foundation and others).
4. All of the world's useful knowledge is already on-line or soon will be, and is readily acquired and mashed up for re-use by the new digital tools. This knowledge, circulating in open access formats, is better than the official knowledge because it is subject to rapid correction and augmentation (Judy Breck and others).
5. As a result teens and adults do not need schools and teachers, and in fact are infantilized and humiliated by their constraints (Epstein).
6. As a result the overwhelming percent of them hate their schools (Collins and Halverson).
7. At the same time all sorts of outside the system innovation is being generated by educational entrepreneurs, such as Live Mocha.(Curt Bonk tells the whole story here).
8. Meanwhile college diplomas are increasingly worthless as links to advantageous jobs, unless they come from elite colleges -- it is the elite college link, not the diploma, that pays. And elite colleges are pricing the middle class out (as Kramanatz said this evening -- though this is hardly fresh news).
9. Larry Cuban is probably right that the schools have great internal capacity to adjust without changing in very fundamental ways -- they'll continue to be age-graded egg-crated curricularized test-oriented factories as long as they can. I might agree with Cuban not to expect much change from within.
So where does that leave us? My story is that blended schools can morph into something quite different, and may have to in order to avoid a blow up. But nothing is inevitable.This promised to be quite an evening! More about Leonard:
Leonard J. Waks holds earned doctorates in philosophy (University of Wisconsin, Madison, 1968) and organizational studies (Temple University, 1984). For almost half a century he has been examining the links between technology and education, publishing more than 100 journal articles and book chapters and a book, Technology’s School (CAI, 1995). He taught philosophy and educational theory at Purdue, Stanford, and Penn State, and retired in 2005 from the department of educational leadership at Temple University. In the 1960s at both Purdue and Stanford he introduced the nation’s first regular courses on the philosophy of revolutionary change. At Temple in the mid-1990s he introduced one of the first courses on education in network society.
Waks was co-founder of the National Technological Literacy conferences, which earned him first prize in creative programming by the Association for University Continuing Education. He co-authored the first article on “technology” in the Encyclopedia of Philosophy, and served as associate editor for the periodical Research in Philosophy and Technology. He co-directed the summer institute for college teachers sponsored by National Endowment for Humanities on Re-Examining Technology, and he offered popular National Science Foundation Chautauqua workshops for college science teachers on Integrating Technology and Social Issues in College Science. He has also received numerous other research, training, and course development grants from the National Science Foundation, the U.S. Department of Education, and other agencies.
Waks is the General Editor of the book series Leaders in Educational Studies, published by Sense publishers, editor of the volume Leaders in Philosophy of Education (2008) and co-editor of the volume Leaders in Curriculum Studies (2009).
Waks’s recent research has focused on revolutionary educational change in global network society. His recent articles have included “How Globalization can Cause Fundamental Curriculum Change” in The Journal of Educational Change (2004) and “The Concept of Fundamental Educational Change” in Educational Theory (2007); the former has been reprinted in the Oxford University Press handbook Globalization, Education, and Social Change (2006), the latter is consistently among the most downloaded articles from Educational Theory.
Visit Classroom 2.0 at: http://www.classroom20.com/?xg_source=msg_mes_network
Born and raised near Los Angeles, California, Lisa Yee always loved to read. As co-owner and creative director of Magic Pencil Studios, a strategic creative company, she has done everything from writing and directing original projects for Fortune 500 clients to leading creativity seminars for dairy farmers. Lisa has also penned her own newspaper column, and written TV and radio commercials, as well as menus that have been read by
millions, jingles for waffles, and television specials for Disney.
With the publication of Millicent Min, Girl Genius, Lisa realized her lifelong dream of becoming a book author. Winner of the prestigious Sid Fleischman Humor Award, the book has over 250,000 copies in print. Lisa’s second novel, Stanford Wong Flunks Big-Time, was published in October 2005 and her third book, So Totally Emily Ebers, was published in 2007. Other books include Absolutely Maybe, Boys vs. Girls (Accidentally), and Geektastic, an anthology
Lisa will present at the author luncheon on Friday, November 5 of the fall conference. For more information on her, visit her website, www.lisayee.com .
At my library media learning team back in August 2009, we looked at the beliefs that are the cornerstone for the standards in library media programs using the book, Standards for the 21st Century Learner in Action (AASL, 2009). First, we looked at the nine common beliefs through our own eyes, as library media coordinators.
If we had to hang our hat on just one of the beliefs, where would we hang it? What did we see as our focus in our library media programs?
We were split between two of the beliefs: 'Reading is a window to the world' and 'School libraries are essential to the development of learning skills'. Some of us felt that reading was the main focus of our programs and our work with students while others took a broader approach to seeing themselves and their programs as the place, environment, and access to all. No real surprises there.
But when we looked at the beliefs from other perspectives, we began to see how others view the library media program and how this affects our work. We asked ourselves which belief our principals would hold up as the hallmark for the media program. What would our students say is the most important belief? And what about our parents and PTA? Where would the superintendent or the school board member hang her hat on these common beliefs?
That's when we realized that we have to consider all perspectives about library media, our influence on others, and the advocacy to promote our entire program.
If a teacher views the library media program as a place for reading and that's it, will he ever begin to incorporate instructional technologies or encourage educational and social networking with his students? If our principal sees our program as the place for students to improve their technology skills, will we ever get a budget to purchase the latest and greatest fiction? If the superintendent is most worried about and focused on ethical behavior in use of information, will he recognize the need for inquiry and critical thinking skills within the framework of learning?
We as librarians know that these are a set of beliefs and one does not necessarily outweigh another. It's important to understand the perspectives of all our users in order to meet their needs, build influence and advocate for out total program.
However, our hat rack may tell a different story if we tend to hang our own hat on only one or two of the beliefs instead of wearing the many different hats of our profession.