Reflection+1+Due+February+6,+2012

=**Bloom's Taxonomy for chapters 1-3** = ===__ Recognition: __ The articles, video, and chapters all are discussing the historical context of the library and how it has changed over time as well as where it is headed. The historical ideas and models of the library are similar to the education texts I have read about teaching. For example, we no longer can close our doors as teachers and shut out the rest of the world. We MUST work together and collaborate in order to provide the best education for our students. === ===__Knowledge:__ **Chapter 2 discusses //Information Power// and how we should be "fully integrating information skills instruction, planned in cooperation with classroom teachers and conducted as needed" (p.15). This is reviewed again in chapter 3 when the research process is reviewed and the fact that teacher librarians needs to be aware of the emotions tied to researching as well as the assistance levels with ISP. As a teacher this was not too different from what I have done in the past. I have always worked in a learning community with other teachers to do cross-curricular units that included the media specialist. This is not common practice in our district but is slowly starting to become one. In order for these communities of educators to integrate the learning and make it as successful as possible, it is imperative that we are able to communicate without prejudice with one another. Another important note to make here is that differentiation is key. Students need as much feedback along the way in the research process. We as media specialists could use the [|formative assessment process and give immediate feedback]during the stages of the ISP to ensure that students are successful.** === ===**__Comprehension:__ In order for students to be successful in the world they must be able to problem solvers and using the inquiry method. Each student must be able to make a connection to the learning and construct their own knowledge and skill in relation to the research question THEY have developed and posed. The [|21st century learner]looks different from how we were educated.** === ===__Application:__ The video that we watched on Joyce Valenza was very inspirational and educational. There are so many different exciting things that we could do as media specialists. I had never thought of using twitter to get primary sources for students in research. What a fantastic tool! I also did not know about JStor or using RSS feeds for research as well. I want to start using more web 2.0 applications such as these to help students become transliterate and use the sites they are familiar with to gather some of the research they need to develop a presentation. She made me start to think about how my kids could use Creative Commons and how to make sure they are [|citing information correctly]. === ===__Analysis:__ In order to make sure I have met the expectations of a teacher librarian/media specialist, the key elements listed on page 13 continue to be reviewed all the way through [|Kuhlthau's] and [|Vygotsky] in chapter 3. Students are digital natives and have grown up with technology. They expect to use it and are at a loss if they don't use it. Teachers and librarians have to collaborate and work together in order to ensure that the objectives are set so the students are able to be successful in their personal and educational endeavors. It is imperative that students be given some sort of venue where they can locate all the sources necessary for them to complete assignments and projects. The younger the student, the more important it is to have the background information necessary to be successful. I have started to create a [|resource page]for my patrons to use and it will be linked to the school website starting next year when we transition to the new site server. === ===__Synthesis:__ All the information that we have covered thus far have a common theme-Evolution. It is the evolution of the media center, research, and libraries in general that have started to propel the Media Specialist into the role of digital informative research specialist. It is our duty to ensure now more than ever, that we are helping to develop critical thinkers as Knapp wanted the "intellectual processes involved in retrieval of information and ideas from the complex system our society uses to organize its stored record"(p.11). Transliteracy is the ultimate goal for all librarians. === ===__Evaluation:__ The one idea that seems to pop up in my head over and over again, was that charter schools may have [|"it"] figured out when it comes to education because most of them are problem based lessons, inquiry based models, etc. These are the types of structures that we should follow as media specialists and teachers alike. If we want our kids to become proficient at information literacy and research skills, we need to make sure they have an interest in what they are creating. The survey we took over search types was where I was most lacking. I need a better review of the various ways to search in order to get the best results. These chapters have given me a framework to abide by when working in the library with kids researching. I really liked the "Intervention and Instruction Zones" as well as "Assistance Levels". Once the kids have started the ISP process it would be my goal to get them to start to recognize where they are at in assistance levels so they can see their own development as well. include component="comments" page="Reflection 1 Due February 6, 2012" limit="10" ===