Persuasive+Presentation+Discussion

Persuasive Presentation Discussion Here is our email correspondence for becoming partners on this assignment: Colleen, Howdy! I noticed from your post last night that your husband is a librarian. The librarian at my old school was Aaron Graves. Is he your husband? He was such an amazing librarian. He really helped to push me to start my Master’s. If not, I’m sure your husband is an amazing librarian as well. J I loved your GoAnimate! Some of these Web 2.0 tools scare me, but it seems you really have a knack for them. I was wondering if you might want to be partners for the second assignment in Module 2. Tracy Tracy, Yes, Aaron is my husband. I am not scared of technology and incorporate it into my lessons at school whenever I can. The students really seem to enjoy it and I am really into it as well. I don’t have a partner for the second assignment yet so that will be good. I think we had Dr. Ritchey together last semester. Colleen
 * FROM:** Tracy Lynn Blackwood[tblackwood@MAIL.TWU.EDU]
 * SENT**: Wednesday, February 01, 2012 11:37AM
 * SUBJECT:** 12SPLS544320: Partners for Persuasive Presentation
 * FROM:** Nancy Colleen Graves[ngraves@Mail.TWU.EDU]
 * SENT**: Wednesday, February 01, 2012 9:10 PM
 * SUBJECT:** 12SPLS544320: Partners for Persuasive Presentation

Notes on readings and inquiry processes:

Colleen Tracy

=Skype Conversation 2/28= Talked about Research processes we wanted to focus on. We decided to use Big6 because we could find more information on it. We talked about Web 2.0 tools we like. We discussed Animoto, but we are both afraid it will be complicated to use together. Prezi is new for Tracy, but I've used it a couple of times and it does have a collaborative feature. We think it will be a good tool to show to our stakeholders and it will be easily posted onto our websites for 24/7 access. We also decided that "teachers" are the stakeholder we want to focus on because they seem to be the stakeholder that needs the most "buy in." Furthermore, they are a good "foot in the door" starting place. We hope to finish the KWLQ charts by the end of this week and start storyboarding this weekend and begin work on our Prezi. ||
 * [[image:http://www.wikispaces.com/user/pic/1202793136/Colleengraves-lg.jpg width="48" height="48" caption="Colleengraves" link="http://www.wikispaces.com/user/view/Colleengraves"]] || [|Colleengraves] Yesterday 6:33 pm
 * [[image:http://www.wikispaces.com/user/pic/1202793136/Colleengraves-lg.jpg width="48" height="48" caption="Colleengraves" link="http://www.wikispaces.com/user/view/Colleengraves"]] || [|Colleengraves] Yesterday 6:33 pm

DISCUSSION ABOUT PRESENTATION AND STORYBOARD
 * Tracy! I love Zoho Notebook! We can keep all we learning about Big 6 in a notebook and it can even be our presentation tool! You can save videos, etc inside of it! We can use it as our storyboard for our Final Prezi! 2/28 CG **
 * I got your links for it. Did you make one for this project or just the MAP one? Question: how will we share it with Dr. Salerno? Won't he need to be able to see all the documents as well? I will log in and look at the information later this weekend. 3/2 TB **

**Let's not use it for this project. It is cool, but not really necessary for what I thought. I just got way over excited. However, it is shareable by a link if you publish the noteboook for future reference. What other two project types do you want to do for our Big6 persuasive presentation? What are two other groups you would want to target for research next year? Maybe Social Studies and Science? I'm also going to put some rough big ideas on our storyboard for our final presentation. Do you want to do Prezi? or Voki? I like the "flashiness" of Voki, but if we want to share project ideas, I think a Prezi, Animoto, or Goanimate would be the best. I can actually upload images to Goanimate if you want to use it. But we would need to be done with our storyboard by Wednesday! 3/4 CG**

"Through the process of inquiry, individuals construct much of their understanding of the natural and human-designed worlds. Inquiry implies a "need or want to know" premise. Inquiry is not so much seeking the right answer -- because often there is none -- but rather seeking appropriate resolutions to questions and issues." How is inquiry different? Inquiry is " student centered, with the teacher as a facilitator of learning." It is more important to figure "how" we learn, rather than "what" we learn. Inquiry nurtures the "habits of mind" and teaches students about the "interrelationships" between ideas. || When I read the beginning on this article, I am reminded of the stage my children went through when their favorite word was "WHY?" It made my husband and I crazy! Now, it makes me think, why do children grow out of this stage and how can we get them to ask it again? "Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions." Another thing that runs through my head as I read this is the TAKS/STAAR test. UGH! We have to teach our students to think "smarter" to be more efficient in their adult lives. "How we come to know" instead of "what we know." I wonder how do we get here with strict guidelines for curriculum, district CBA tests, set lesson plans, etc. already in place in school districts. TB 2/25 || 2005 describes the way most teachers at my school research in the library currently.(With a little 1998 notecard thrown in!) Questioning: With the availability of credible resources through online databases and more credible resources from connected teachers, the art of questioning has narrowed significantly. Sally's question went from very broad, to very specific and more personal. Sources: Sources have changed from traditional print to web resources like blogs and more accessible news media. Sally can research videos, tweets, and even email authentic sources for more info. Evaluation: Because of her multitude of sources, she has to spend more time evaluating sources and recognizing bias. CG 2/24 || I had flashbacks to my high school days as well when reading through this article. I do NOT miss microfiche at all! Sorry, Colleen. I swear I saw one this weekend at TWU when I was there working on another class and it freaked me out. I remember being at UT and getting so frustrated with it in the wee early hours one night. Not good memories. I sometimes think we had it better because we didn't have such a wealth of information but I read this I think of all the TIME and ENERGY it took and feel overwhelmed. I have recently been introducing the databases to the upper grades in my school for their "research" projects. I feel that most of our classes are still stuck in the example given for 2005. They are using the Web, databases, producing a paper along with a PowerPoint, and getting some control over the topic that they select. However, I feel we have a way to go before getting to the 2010 model and we are already two years beyond that one! I love the eighth bullet point: "Today’s libraries are not only places to get stuff. They are places to make stuff and do stuff and share stuff." This is something I need to work on at my school. TB 2/25 || This approach to learning is an active one that is driven by student wonder and questioning. " I love the idea behind inquiry and think it is an amazing process when students are invested, but I'm wondering how to get apathetic teenagers into being in love with learning again? They certainly don't automatically question and self-assess their work....Correlating to Curricula- This suggests working with other librarians in the district to share your workload. Great idea again, but I'm wondering how this would work in my district where not all school librarians are into collaboration and inquiry. CG 2/25 || "framework for learning" AASL Standard #2 I do this think may be easier in the younger grades where students are still wanting to "please" their teachers. But are they mature enough to make "meaningful" questions? Our second grade is fixing to start learning about forest animals. The teachers are allowing them to choose their animal but the information is basic "seek and find." I have to say that the group of librarians I work with in my district are VERY open to sharing. A week does not go by without someone asking for help and several people who respond to all through email with ideas for lessons. It may not be "true" face to face collaboration but it is helpful. I think the former department head really helped to establish this relationship between the librarians. It is pretty impressive for such a large district. TLB 2/25 || I like FLIP IT! || I read an another article about FLIP IT for another class. I will look it up for us. TB 2/25 ||
 * || Thoughts On Reading-- || Thoughts On Reading--- ||
 * What is inquiry based learning? || Inquiry learning is "involved" learning. It requires questioning skills and information seeking skills. When an individual is involved in inquiry, they must search for understanding or seek out the truth behind the questions they ask.
 * See Sally Research || I love the 1998 research process! It tags my highschool and early college research to a T! Oh, how I miss using microfish! I do not miss notecards though!
 * Learning4Life || Inquiry- This explains the second common belief in the AASL standards and how inquiry is a "shift" from our normal way of learning. "
 * [|Information Literacy Novels] || I think it is important to assess and reflect on the learning process. I've noticed that when I do this with my students they are more apt to retain the knowledge they've gained through a project. I think we should choose two inquiry models that end with a reflection or assessment step! CG2/25 P.s. This has a lot of good links for inquiry models! and visual graphic organizers. || This site has an overload of information! I know I do better on an assignment when I have to reflect on it. There is a huge difference between the things I accomplish and learn something from because it is relevant to me and being a librarian vs those I just do to get done and turned in. I have found those are the classes I have not enjoyed as much. TB 2/25 ||
 * Information Age Inquiry || This site has a lot of information on the methods below!

pp. 58-65; 76-85; 96-103 || Questioning is not onlly important for inquiry, but iti is an "essential componeent of reading comprehension" (Moreillon 64). Questioning provides "reader with a path to follow" (64). "Questioning supports an internal dialogue between the reader and the author, the illustrator, or the text" (60). Cg 3/2 || I love reading about reading strategies and how they relate to our involvement in the library. I was excited to see that Dr. M used the book __My Lucky Day__ in her discussion about prediction.I recently used this one with my kinder and first grade students. I did some of the think alouds that she detailed but noticed I needed to be more in depth with my thinking. TB 3/4 || "Librarians as Learning Leaders: Cultivating Cultures of Inquiry" by Violet H. Harada (pp. 13-28) || Some great quotes and ideas in this article about learning leaders. "Questioning should guide new learning." (Harada 16) As a librarian I should be a learning leader by thinking about "what learning matters to students, and determine questions that they will find interesting, challenging, and valuable" (16). A learning leader believes that choice motivates students,but I must also realize that young learners still need structure. (17). Besides inquiry, I must also instruct my students on how to make "informed decisions" (18). I must also "support learning, not control it" (19). CG 3/2 || I enjoyed reading the different scenarios at the end of the chapter. It helped me see how different librarians were able to be learning leaders in different ways. We should always stay current on research and always be seen as a leader through being committee members on our campuses. Since I came into my position late in the year, I was unable to be placed on a committee but will be working on this for next year. I also liked the idea of the evidence folders. I thought this was very similar to our evidence based school library program assignment. TB3/4 || S.O.S. for Information Literacy (one of AASL’s TOP 25 Best Websites for Teaching and Learning). School of Information Studies, Syracuse University (Arnone, Small, Silverstein, et al.) || This is a great resource and just what we need for looking up real lessons that utilize the research/inquiry process! This site was made to collocate materials for Teacher librarians! There is even atool in beta for creating multimedia presentations. The line that most struck me was, "At no time in history has the ability to locate, organize, evaluate, manage and use information been more critical for today's learners." This reiterated the importance how this information overload has increased our need for evaluating sources like we read in See Sally Research CG 2/28 || This is a great resource! I am thrilled to find something with lessons that I can put into action immediately to start helping my students in the inquiry process. I will definitely have this one book marked on all my computers. TB 3/2 || Berger, P. (2010, January). Student Inquiry and Web 2.0. //School Library Monthly, 26 // (5), pp. 14-17. Retrieved January 8, 2010, from Library, Information Science & Technology Abstracts with Full Text database. || We read this in Module one, but upon re-reading it I was struck by the idealism of this article. First, this article assumes that my students will NEED to collaborate on a project at home. There is really no need for creating a wiki to save all information when students are already all together. However, it is a great tool if you are working on something with someone you do not need to see face to face. Also, why would my students need to skype as we are all in class together? Yes, it is handy for online learning, but we do not have to put everything on the Internet just to put it on the Internet! I still remember having my students discuss something in an online discussion board even though we were all in the room together. One of them ask me, "Why can't we just talk with each other?" It was a hilarious revelation. Another assumption this article makes is that my students not only have computers at home, but they have the drive to spend afterschool hours harvesting their "collective intelligence." I love bubbl.us and I think I will use it with my classes to reflect on our learning! Now if Zoho Notebook will allow syronchonous work, I will love it! It would definately be helpful in daily work and creating a collective intellgience. CG 2/28 || I actually used this article in my School Library Report. I had forgotten until read it again. My thoughts travel to younger students. What are the best Web 2.0 tools to teach elementary students? Skype can be used to have classroom discussions between two different schools. We are thinking about using this next year for a Bluebonnet Book reading competition. I use Google Docs for school work and collaborative projects. This would be something I would think would be appropriate for upper elementary. Some of the tools in the article I have no heard of before so I am going to check them out. Colleen, my middle school daughter has NO desire to "harvest her collective intelligence after school"! She is too tired and really wants to use her brain for other things. "Active, rather than passive, learners are better able to understand complex material and can more effectively transfer information and concepts learned in one setting to the process of solving problems encountered in another." Bransford. I think this is the ultimate view of what learning should be. TB 3/2 || Schomberg, J., McCabe, B., & Fink, L. (2003, October). TAG Team: Collaborate to Teach, Assess and Grow. //Teacher Librarian //, //31 //<span style="font-family: arial,arial;">(1), 8-11.Retrieved January 8, 2010, from Academic Search Complete database. "To prepare for our teamwork, we spent SEVERAL months in intensive research"- where does this time come from and how much time? Never mind, found it later in the article. Fixed and flexible schedule did not always work with the schedule. This is such a tricky part of the job especially when you have grades that switch and have different schedules during the day. I don't even see teachers who don't teach ELA! This is currently not helping me making relationships with these teachers. I like what the librarian said about the students start to see you as a full member of their instructional team. I think the teachers start to see it more as well. ||
 * **EL:** <span style="font-family: arial,arial;">"Inquiry Learning," pp. 25-26 ||  ||   ||
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 * (This article doesn’t have an auto-link to the library; you will need to use your student skills to log in and locate it.)** || These collaboration articles are all starting to run together in my mind. What stood out to you, Tracy? || Love this quote"when two professionals are delivering a quality learning experience, the odds of success are doubled." Loertscher and Achterman. How can you not want to collaborate after reading that one?

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: small;">01. Big6 (Eisenberg and Berkowitz) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: small;">02. Building Blocks of Research (Abilock) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: small;">03. FLIP it! Framework (Yucht) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: small;">04. ISearch (Macrorie) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: small;">05. IIM (Independent Investigation Method) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: small;">06. ISP (Information Seeking Process) (Kuhlthau) and on virtualinquiry.com <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: small;">07. Pathways to Knowledge (Pappas and Tepe) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: small;">08. REACTS (search Stripling and Pitts) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: small;">09. The Research Cycle (McKenzie) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: small;">10. Savvy 7 (Miller and Champlin) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: small;">11. Stripling Inquiry Model (Stripling) <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: small;">12. TLC (Thoughtful Learning Cycle)