According to Team ISTE, a group of writers contributing to the ISTE blog, 2017 was the year of AR and VR in the instructional environment. The team highlights that the key to being successful with AR and VR is too go beyond the “wow” factor and develop content related experiences. Don’t worry, if you have not yet experimented with or used Augmented Reality in your classroom or library, you have not missed the boat. This year at FETC, that is the Future of Education Technology Conference in Orlando on January 23-26, 2018, there is a host of AR and VR experiences that will propel you to the next level, but you have to sign up!
FETC offers workshops, concurrent sessions, learning labs, poster presentation, skill builders, theatre presentations, and seminars, but the best learning about AR and VR is to be found in the fee added workshops. This workshops are not to be missed! I hope you are signing up now.
Fee Based Workshops
Storytelling in Virtual Reality—Brian Costello, Digital Innovation Specialist, Egg Harbor Township Schools, NJ
AR and VR Playground—Jaime Donally, Founder ARVRinEDU/Global Maker Day and Rachelle Dene Poth, STEAM Tchr
Also presenting on Tuesday, Jaime Donally and Rachelle Dene Poth provide a series of stations to provide classroom teachers some familiarity with using AR and VR in the classroom. This workshop will give the series of examples as possibilities to use in the classroom.
Living in 360 with Virtual Reality-- Jaime Donally, Founder ARVRinEDU/Global Maker Day
Jamie Donally will be focusing on student-created virtual reality projects with personal learning experiences. This workshop will be a hands-on experience with CoSpaces, Google Street View, EON, RoundMe, Nearpod, Samsung Gear, YouTube Live and others. Plus, during the workshop participants will all share their VR content and how their creation can be applied in the classroom — so you’ll leave with plenty of new great ideas.
Differentiate instruction Using AR, VR, and Other Personalized Learning Tools—Jennifer Park—Assistive Tech and Prog Spec., West San Gabriel Valley SELPA, CA
I am excited to see a workshop about augmented and virtual reality for the special education classroom. Jennifer Park demonstrate how to use multiple AR-ready apps to help students comprehend curricula, while applying Universal Design for Learning principles to create inclusive and engaging learning environments. You'll walk away with resources and ideas to immediately implement in the classroom.
If fee based workshops are out of your price range, do not despair. There are a number of concurrent sessions that offer information about AR and VR learning experiences.
3D Augmented Reality Coming to a Classroom Near You!—Kai Rush—Ass. Professor, U of Wisconsin
On Thursday, Kai Rush will be talking about 10 apps to use with students. This is a hands on learning experience, so bring your smartphones and tablets and get ready to have your 3D mind blown!
Big New K-12 Alphabet: AR, AI, VR, MR, ML—Hall Davidson, Senior Dir., Global Learning Initiatives., Discovery Education
On Friday, Hall Davidson from Discovery Education will be talking about trending technologies for the classroom, include AR and VR. I personally believe that this session is a must for any attending administrator. Hall is excellent at speaking the language of inclusion. You will get your “why’s” answered in this session.
Virtual Tours for Student Services
Virtual Reality is not just for the classroom. It can be used in a variety of administrative purposes including student services. Two sessions that highlight the use of VR in Student Services are must see concurrent sessions for administrators as well.
Virtual Reality and the College Going Culture—Amanda Lopez, Coordinator C&CCS, SDOC, FL
On Thursday, Amanda Lopez will share how one school district has increased its post-secondary enrollment by changing the way students, and their parents, learn about and prepare for post-secondary education through virtual reality. She will share a framework for replicating a district-wide VR implementation pilot. She is a firecracker presenter and will motivate you. Don’t miss a quality presentation.
From My Perspective—VR and Virtual Tours—Carrie Marcum, Ass Principal and Pamela Stegall, Tech Integration Specialist, Spring Mills High School, WV
On Friday, don’t miss how administrators can make virtual tours of their buildings for teacher or parent orientation, tours of classrooms, and how student virtual projects can transform parent engagement. There is a great deal of potential in the ideas that will be presented in this session. Don’t miss it.
I can't wait to see you at FETC learning about Augmented Reality!
#FETC2018 Like my tweets @vandypd
The move toward "Open Science" that is a movement toward "transparency in methodology, observation, and data collection with public availability and re-usability of scientific data to provide public accessibility to scientific communication using web-based tools to facilitate scientific collaboration" is a trend affecting the future of research services within academic libraries (Gezetter, 2009). "In 2016, there were an estimated 2.1 million subscription articles and 0.5 million open access articles published worldwide" (Elsevier.com, 2018). With this move that is influenced by national and international policy mandates, grant funders, and open science advocates, many in academia wonder what is the sustainable future of academic publishing?
Over the last ten years, national and international policymakers have made mandates to promote the growth of Open Science. The National Institute of Health began to support Open Science in 2008 with its public access policy and the White House Office of Science and Technology 2013 memo on public access has encouraged other US government agencies to develop their own data sharing and Open Access policies. Research councils in the UK, Australia, and The Netherlands have developed strategic plans to move toward full open access policies for Open Science (ACRL Research Planning and Review Committee, 2017). Most major grant funders now have “Open Science” policies as a requirement to funding support.
Brian Nosek, an Open Science advocate, and the Executive Director of the Center for Open Science in Charlottesville, Virginia indicates that there is a threefold need to “encourage more researchers to share data and research methods, and to replicate research as a matter of course, to focus on developing technologies to support more open and reproducible research”, and to change the culture of incentives so that researchers will produce open and reproducible science (Cited in Winerman, 2017, p. 90). Indeed, this call to action can be summarized as Open Access, Open Data, and Open Science Tools. To support this call to action, we must have culture shifts that include copyright reform, the development of sustainable infrastructure, and the reskilling of librarians to support Open Science.
For the academic librarian, a shift in librarianship may create the research environment to support researchers in developing Open Science. Academic librarians must be mindful of the functions, supports, and developments in Open Science and develop workflows that will support researchers. In addition, consultation services should be modified to include Open Science information and educational initiatives should be developed and promoted to support the use of Open Science Tools to perform research.
Open Science offers an opportunity for researchers in the field of Education research in that data collection for the purposes of a study can be difficult to obtain. Open Science offers educational researchers data, shared methodologies, and the opportunity to reproduce science which has been of significant need in the field of education.
Academic Publishing is undergoing a transformation in the way we access and fund science. Open Science is the sustainable future of the way we should share science for the betterment of our society. Librarians play a key role in aiding researchers in understanding the role they may play in Open Science.
Open Science Graphic Organizer by Vandy Pacetti-Donelson is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at www.eliterateandlevelingup.com.
ACRL Research Planning and Review Committee. (2017, March). Environmental Scan 2017. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/EnvironmentalScan2017.pdf
Elsevier. (2018). 5 surprising facts you may not know about Elsevier and open access. Retrieved from https://www.elsevier.com/about/open-science/open-access/surprising-facts
Gezelter, D. (2009, July 28). What, exactly, is Open Science? The OpenScience Project. Retrieved from http://openscience.org/what-exactly-is-open-science/
PricewaterhouseCoopers. (2018). Technological breakthroughs. Retrieved from https://www.pwc.co.uk/issues/megatrends/technological-breakthroughs.html
Winerman, L. (2017). Trends report: Psychologists embrace open science. 48(10), p.90.
I hope to find myself with an offer for a position as a MLIS program professor in the future. This would be my teaching philosophy.
Our English teacher formed in us a straight line of giggly prepubescent soldiers marching single file to the mahogany square masses of tables to learn “The rules.” As I sat on the cold chair next to Marita, I was barely aware of the shadowy figure that approached us in the sunbeams that shielded her from our view. Her words were crisp with a musical lilt that only an extensive education can provide. Hours, procedures, and passes—we absorbed the commonality of the information and were settling into the comfort of the shelf-lined room when she approached over the table:
“What are we reading today?”
Unsure, I let Marita speak first. Marita blustered out something about romance and the voice dispatched her quickly to the shelves and Sweet Valley High. The owner of the voice stepped through the sunbeams. Her eyes were leveled on me and she asked the question again. I stammered out the words and waited to be judged for asking for help in choosing something to read. A few questions later and she lead me to the shelf with memoirs and travel journals that promised to speak of exotic places.
“Which one will I choose,” had escaped from my lips as a confession of indecision.
Her words cut into my thoughts, “I remember your father. He visited me every day.” She whispered now, “He never managed to return his books on time, but he read every one of them.” After a pause, “Choose whatever you like and comeback whenever you need something to read. We won’t worry about late fines.” While standing there, she had read me so clearly and made me the most committed patron of the library. Ms. Lemon was the first meta-human that I had ever met.
After twenty years’ experience in education, I do not believe that we are offering intangible goods with intangible benefits to the patrons of the school library media center. At our best, we are, according to David Lankes (2016), on
“a mission to improve society” by creating a safe environment for patrons with a variety of tools and opportunities to explore the world, ask questions, develop content, and find or create solutions to make life worth living and the world a better place. “To accomplish this mission, librarians [or school media specialists] use a set of tools to facilitate knowledge creation; they build participatory systems; and they empower their community members [students, teachers, patrons] in accordance with the core values of service, learning, openness, intellectual freedom and safety, and intellectual honesty” (p.73).
This is the “kinship” found in all libraries. To be effective, however, we must become “fully conscious of the research and practice paradigm from which we operate” (Bates, 1999, p. 1043).
In my students, I challenge myself to create the colleagues with whom I would like to work in the future. I want to spark in my colleagues the eternal quest to stimulate new questions, raise new possibilities and challenge discourse with thoughtful arguments that influence and contribute to the understanding of the profession. With every student, I am on a grand adventure to find out who they are, where they are, and how can I provide the best possible experience that will transform and hone their abilities and find in themselves the power to “tilt at windmills.” I want to equip warriors who bravely stand up for intellectual freedom, who advocate for user-experiences, who are self-motivated and self-directed risk takers, who create environments where all students feel valued and confident and where diversity is respected, who use their “meta-perspective” to be flexibly innovative and actively participate in the global conversation via their expertise, shareable content, and time (Bates 1999; Rosenthal-Tolisano 2016). I want my students to have the spirit of a lion, the soul of a reader, and the heart of a child. I want to create meta-humans.
My teaching is a carefully crafted symphony introducing the counterpoint of ideas, theory, research, and authentic problems to provide transformational experiences that mimic the challenges and work of the school library media specialist. In order to engage students, themes are narratively introduced and guide clearly stated objectives and outcomes. Concepts are explored through a variety of approaches with carefully selected media and instructional technology. Students invest in their own learning through shareable content creation, research, and reflection. Assessments are student-created and provide another lens of the meta-analytical perspective.
My syllabi are designed to promote meta-perspective thinking and understanding. Semester courses are structured into 3 or 4 cohesive units. Each unit is introduced with a multimedia presentation, lecture or demonstration, and a selection of readings from core journals and research in the field. Students are expected to participate in discussion and collaborative activities to build and strengthen knowledge. Each unit will provide an opportunity to respond to a professional practice activity through research and presentation or project-based learning. As part of developing a meta-perspective and reflective thinking, assessments are student-designed that answer the key assessment question, “What does a quality _____ look like?” Each course culminates in an opportunity to reflect on course products and polish them for inclusion in the students’ portfolios, which are a part of any NCATE-CAEP accredited program.
Since my teaching focuses through the meta lens, my research interests lie in the analyses of quantitative indicators to predict social behaviors. I am currently investing time in three areas of research: the evolving scholarly networks of instructional technology identified in conference proceedings to reveal and articulate its hidden culture; the development of concierge services to support students and transform digital learning; and the effective instructional partnerships between library media specialists and other educators to create meaningful experiences that may be analyzed to reveal “below the waterline” measurable and repeatable behaviors.
Bates, M. J. (1999). The invisible substrate of information science. Journal of the Association for Information Science and Technology, 50(12), 1043-1050.
Lankes, R. D. (2016). The new librarianship field guide. Cambridge, MA: MIT Press.
Rosenthal-Tolisano, S. (2016). Langswitches Hub [weblog]. Access from www.curriculum21.org.
Every day, you have an opportunity to frame what you do for your employer. Sharing how important ALA Annual Conference is to you is just as important as actually going. Here is my letter to my employer about my attendance. Please use it!
Every year, librarians across the country meet at American Library Association Annual Conference. I will be attending June 22-28 in Chicago. I am very excited about some of the learning opportunities that I will have while attending and I can see some of them having a direct impact on some of the initiatives we have been working on.
Here is a list of the trainings, I will be taking…
In addition, I will be visiting the exhibit floor looking a demos of new and innovative approaches for distance education. I look forward to sharing what I find. I am also excited to hear H.R. Clinton speak at our closing session!
Why I attend: My librarian colleagues bring a deep level of expertise to the work I do. This expertise may be around information science, or open access and open resources, or how a new discipline is forming. This expertise may be subject matter related. We share and contextualize information within the cultural and organizational context. I learn from my librarian colleagues in our conversations new things about learning and knowledge production are changing, and how we can be most effective in an environment. (Joshua Kim)
Thank you for supporting my attention with time to attend.
“How much inequality should a sane society tolerate?” Pizzigati asks this question in his article, “The Rich and the Rest.” As painful as it is to admit, we are not the idyllic society of our founding fathers sacrificing to make our country free. We are here now to make sure “we get ours” because we think we deserve it. We fear what we don't understand and act as if the person unlike us is out to get us, so we act rather than wait for the unknown to happen. What we deserve is an opportunity to improve our lives AND a responsibility to improve the lives of our neighbors. Anything less is a dishonor to our citizenship and we don’t deserve it.
We are stuck in the ‘game’ of getting ours, no one really opting to take less in order to improve the lives of many. So many suffer in the shuffle of the masses. Roosevelt’s answer was a 100% tax on all income above a certain level and he managed to get Congress to pass a 94% tax. But this law, of course, did not last.
Sports leagues have accepted salary caps and have a league minimum. Is it so impossible that this structure could be imposed on all of society? No CEO could earn a billion dollars, while the lowliest worker struggles to pay his mortgage. We walk blindly among the homeless and disavowed, and expect their forbearance for the harsh treatment delivered from a privileged few. Pizzigati argues “that may hardly seem likely in the current political environment, but political environments change?” Can we change? Do our current political leaders represent that change? Hardly!
With the current economic and political climate, I can’t help but wonder if we are not currently experiencing one of those changes now. Have we finally reached a ‘tipping point’ beyond aggressive self absorption exploding in violence toward our fellow man (Gladwell)? Are the voices going to raise and demand humane treatment? Why are we always waiting for someone else to solve our problems? We sacrifice so little and expect so much. Is this what our founding fathers had in mind? Is it time to again have another revolution--not one of weapons, but of words and understanding. I hope we have the chance. Until then, we wear ribbons.
Gladwell, M. (2000). The Tipping Point: How Little Things Can Make A Big Difference. New York: Brown.
Pizigati, S. (2000). The Rich and the Rest. In K. Finsterbusch (Ed.), Social Problems (pp. 64-67) Dubuque, Iowa: McGraw-Hill.
Jullens, J. (2008). “Marketers, Meet the Millennial Generation.” Strategy + Business. Retrieved 5 October 2008 from http://www.strategy-business.com/press/16635507/07115
Rheingold, H. (2003). Smart Mobs: The Next Social Revolution. Cambridge, MA: Basic Books, Incorporated.
Are you a member of the Young Adult Services Association (YALSA)? Are you interested in becoming more involved in the association? Visit YALSA's wiki for more information!
Why do we display?
Drive interest and inquiry, excitement, wonder, to inform, make pretty, new action, TEACH!!!!
The 10 Commandments of Book Displays
1. Your displays must offer more than the bookstore.
2. Be careful that your displays don't become bookshelf clutter. Create a schedule for changing displays and stick to it.
3. If your display is fulfilling the requirements of district or state initiatives, do not make it your main display. It will be too public for students to want to checkout the materials . i.e. anti-bullying.
4. If you have ESOL and ESE students, then your displays should have materials to meed this need as well.
5. It is okay to have cute displays, holiday display, new book displays. There are our bookstore level displays.
6. Realia make displays more powerful.
7. Always have a digital connection.
8. If you display student art, display "how to: materials with it. Not every art lover has art class.
9. Plan for the need to restock your display. If you only have four books on a topic you want to display, you may need to buy more or supplement with online materials with QR Code signage.
10. Don't assume that a topic not interesting to you won't be interesting to your patrons.
Display to Drive Interest to Sewing in the Makerspace
Sewing machine, materials, how-to guides, sign-up sheet
Begin with quote, materials that address each part of the quote. (Every book or material in the display dealt with learning the skills mentioned in the quote.
How-to books, Tips, Online information, Why gardening information.
(I want to take this to a potting a herb to take home activity.)
If you have a display you would like to share with my readers, please send a picture with your name and library to firstname.lastname@example.org.
Thanks for reading!