After reading the assigned articles, several key themes stood out to me as a first-year elementary school librarian (this coming fall), which included the role of digital literacy, the evolution of pedagogical models, and the need to develop critical thinking and deep learning skills. Renee Hobbs (2011) emphasized the importance of school librarians advancing digital and media literacy. In “Empowering Learners with Digital and Media Literacy,” Hobbs explains that digital and media literacy is more than just using a computer. It’s about teaching your students how to think critically, create content, and act responsibly online. (Hobbs, 2011, p. 14) She believes that librarians and teachers play a significant role in helping students develop these skills, enabling them to participate in today’s digital world.
Huitt (2011) explained how Bloom’s Taxonomy guides teaching practices. It illustrates the various levels of thinking, ranging from basic memory to advanced skills such as analysis and creation. This is important in the library setting because I want students not only to find information, but also to use it to solve problems or create something new. I want to make their learning meaningful!
Kuhn (2008) also explains that technology can support various learning styles and help students dive deeper into their learning. I look forward to utilizing the different technologies available in my STEAM collection to enable students to solve problems and generate new ideas. This technology will allow me to cater to the diverse needs of learners and create more engaging, hands-on lessons.
In A Rich Seam, Fullan and Langworthy (2014) talk about “new pedagogies,” or new ways of teaching and learning that involve working closely with students and using real-world problems. Fullan and Langworthy (2014) explain that digital tools should be used to help students create and apply knowledge, rather than just watching videos or reading slides. I am starting from scratch on lesson plans this fall, which I know will be challenging at first, but it will give me the opportunity to plan lessons that are fun, relevant, and give students a voice in their learning.
Finally, Rogers (1963) explains the adoption process of innovations related to farm operators in the Midwest. “The relative advantage of a new idea, as perceived by individuals, affects its rate of adoption.” (Rogers, 1963, p.70) This is also said for an innovation’s compatibility, complexity, divisibility, and communicability. Overall, Rogers’ model suggests that the adoption of innovations can be a gradual process often influenced by communication, personal experiences, and social norms. (Rogers, 1963, p.75) In a school setting, this might mean that a few teachers start using a new teaching strategy or technology, and others follow suit over time. Even before becoming a librarian, I enjoyed experimenting with new technologies in the classroom. I encouraged and taught others how to use “Classwize,” which was paid for by our district as a way to monitor student computer use while still facilitating small group instruction and assessing class progress. Many teachers had seen the email about the program, but didn’t feel they could learn something new at that time. As a librarian, I hope to introduce innovations and technologies to classroom teachers to make their jobs easier!
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