Big Idea #7

Is teaching an art or a science?  I think this centers around the idea - are there natural teachers?  can you learn to teach?  how does one become an effective teacher.

Back to Webster’s:

art:  1.  human creativity  2.  skill   3.  any specific skill or its application  8.  a branch of learning

science:  1.  systematized knowledge derived from observation, study, etc. 2. A branch of knowledge, esp. one that systematizes facts, principles, and methods  3.  a skill or technique

I think that an effective teacher combines both art and science in their instructional strategies.  Webster’s defines art as creativity and skill, as well as application of that skill.  Teachers need to be flexible and they sometimes work off the cuff and have to be able to deviate from their original plan or objective when opportunity presents itself or when things aren’t going as planned.  The art is the creative aspect of it, which includes creating things out of nothing sometimes even in regards to materials for the classroom.  It also includes the creativity in the mind of the teacher in preparing and planning to teach a class that has such distinct and diverse learning styles and backgrounds.  The application of teaching is an art in itself.  It takes a lot of imagination and drive to make a learning experience fun and engaging for students.

In other ways teaching is a science since you need to have a good formula for teaching. Science usually involves being as precise as possible, but aren’t the best things discovered when a mistake in ingredients is made within an experiment?  In science, it is possible to try for one thing and then come to something else that is entirely different, and even better than the intended plan or formula called for.  Webster’s defines science as a knowledge derived from observation and study.  Isn’t that the job of a teacher?  To observe and study how their students learn and to constantly assess and reassess their teaching methods?  The best and most effective teachers are students of their students, always learning from their students how to become better teachers.

I would have to say that teaching is a combination of both of the best parts of art and science. I think that there are those who are natural teachers, since teaching involves more than helping students to attain knowledge and learning.  Effective teachers are able to make connections, as well as build a relationship of trust and respect with their students.  Doing this is not necessarily something that can be learned.  It involves being motivated and excited about helping students learn and be the best that they can.  I think that you can learn the mechanics of teaching and not necessarily be a good and/or effective teacher.  Being a teacher is not a job, it’s who you are. 

Guralnik, D.B. (Ed.).  (1987).  Webster’s New World Dictionary.  New York, NY: Warner Books.

Big Idea #6

What is the role of collaboration in understanding?  This question reveals my social constructivist nature - how much do we build understanding through collaboration, interaction, etc.  And if it helps increase understandings and knowledge then what is the responsibility, and how do we build in collaboration in learning particularly in virtual environments?  And if it helps in learning, how can it help in teaching?  As librarians we are often collaborators in teaching, so it helps to understand or at least considered its role in teaching and learning.

I think that collaboration is integral to understanding.  We can all “know” something, but can we truly understand it if we haven’t looked at it from other possible angles, or discussed or questioned it with someone else?  I don’t think that we can have really learned until we have had the opportunity to interact with another.    The AASL standards state, “Learning is enhanced by opportunities to share and learn with others” (p. 3).  We build our understanding by discussing, questioning, and exploring ideas.  In order to comprehensively study and understand a topic, we must reach out to collaborate with others.

In response to Big Idea #1, I stated:

“While reading Chapter 2 of Understanding by Design (2005),  I couldn’t help but think that one way of defining understanding is understanding=interpretation.  Understanding brings us meaning, and that meaning differs according to our own experiences and ways of looking at things.  We all aren’t going to necessarily come to the same conclusions, or even take the same path to those conclusions when trying to achieve understanding.  The process and accomplishment of understanding, I believe, is unique to each learner.  There is not one goal toward understanding-there are many goals and understanding happens in layers.  Each layer that is constructed brings the learner to another level of understanding that is distinct.”

I think that collaboration is one of the layers that is necessary in order for us to understand.  Collaborating opens up doors that might otherwise stay closed.  Since each of us has such a unique and individual learning style, we will be able to learn something new from interaction and collaboration, therefore making our understanding even stronger.

As I have previously stated in my self-reflection on how I learn, I feel that I do my best learning and understanding while teaching, since I am engaged in collaboration with students.  Their questions, comments & responses challenge my own thinking and understanding, which is why I agree to the student-centered classroom approach as opposed to the “sage on the stage.”  How can you learn anything if there is no interaction or collaboration?  Lecturing and spewing out information without room for inquiry does not lead to learning or understanding.  I think that building collaboration in learning within virtual environments is in some ways easier than in the classroom.  Creating a sense of community through discussion forums, as well as group or partner projects, is how to build collaboration.  Sometimes within the classroom, dominant personalities take over, leaving students who are intimidated to not comment or share their opinions within the class.  I find that this isn’t the case within online learning, since a student is more likely to receive responses from multiple individuals, one of whom might share the same perspective.  In this sense, it makes students more comfortable and likely to share and participate in whatever discussion is taking place.

As soon as I began thinking about my Unit Plan topic and how I would approach it, my first instinct was to call my good friend (who also used to be my coworker in the middle school where we both taught) to bounce some ideas off of her.  She listened as I explained my ideas and how I would approach the assignment.  She offered comments as well as questions that made me think of additional questions and ideas that I wanted students to explore within the unit.  This is a perfect example of how collaboration plays a positive role in teaching. If we were teaching this unit together, we would both be coming from our unique perspectives as both learners and teachers, therefore creating a learning experience for students that would encompass all learning levels and styles.  Most, if not all teachers, do not exist and teach within a vacuum.  A good teacher learns, borrows, and builds upon other teachers’ experiences, whether good or bad, in order to create a classroom that is conducive to learning.

American Association of School Librarians (2007).  Standards for the 21^st-Century Learner.  Retrieved from http://www.ala.org/aasl/standards.

McTighe, J. & Wiggins, G.  (2005).  Understanding By Design.  New Jersey:  Pearson.

Big Idea #5

In what ways is online learning qualitatively different than face to face learning?  In this instance you get to pull on your own experiences as well as the readings, and answer as well as critically contribute to the debate surrounding online learning.

When I decided to return to school in order to pursue my MLIS, the options available to me were limited.  The closest accredited program for me would be at Rutgers University, which is about an hour and twenty minutes away from where I live.  Add the distance to my responsibilities as a parent and to my job, and I knew that online learning was what would work best for me.  Overall I have found that online learning is a lot more difficult than a face to face classroom situation.  Not only does it require one to be highly organized, but highly motivated as well.  As a student I found that in order to be successful, it was necessary for me to set deadlines for myself.  Yes of course there are deadlines set by the Professors, but I have to organize my time better to incorporate time for all of the readings as well as the contributions to the online discussion forums.  When you are attending a physical class it could be very easy to do the reading and show up to class and then decide whether or not you will take part in the discussion.  With online learning, each student is expected to participate in the discussion and I think that helps to motivate students to be more involved in what is going on in the “classroom.”

In Chapter 23 of Online Learning, Constance E. Wanstreet (2009) states, “Researchers and practitioners are in general agreement that interaction is a key variable in learning and satisfaction with distance education courses” (p. 425).  This is significant and although she does discuss how the definition of interaction varies according to each researcher, I personally feel that my own personal interaction (which I consider to be my contributions to the discussion forums and responses to my classmates’ expressions of ideas and thoughts) while taking online courses is significantly higher than it would be if I were in a face to face environment.  Usually what happens to me within a classroom is that I am so busy trying to absorb and reflect upon what other students are saying that I find it difficult to respond immediately.  After the class ends, however, I usually think of something that I would have like to have shared, but the moment has passed.  By the time the class meets again, it is usually time to move on to another topic and so on.  I really feel that the creation of an online community is conducive to continuous learning since students can respond multiple times to multiple classmates regarding various topics.  There would never be that kind of time within a traditional classroom.  I think that more is brought to the table in terms of the discussions and there is a lot more reflection and careful consideration that is utilized before students respond to posts.  Even after the teacher has moved on to another part of the class, it is still possible for those conversations to continue.  My point is that I feel there are more opportunities for learning in an online course.  Professors always want to share additional resources with students and it is definitely done easiest online.  It is a very simple task to post a link for an article, video, or a website for students to explore at their leisure. 

Sharing between the professor and the students as well as sharing between students is a much larger possibility with online learning as well.  I also think that with online learning there is more support available because if you have a question-you can simply post it on a Q&A board and usually you will have more than one response.  Working at your own convenience and your own schedule is a plus as well.  I strongly feel that online learning offers more tools for students to use to navigate and to support them throughout their own personal learning experiences.

Wanstreet, C. E.  (2009).  Interaction in Online Learning Environments:  A Review of the Literature.  In A. Orellana, T. Hudgins, & M. Simonson (Eds.), The Perfect Online Course (pages 425-442).  Nova Southeastern University:  Information Age Publishing.

Big Idea #4

What is the role of assessment in learning?  Is assessment a tool for the teacher or student? How can assessment be both?

assess:  1.  to set an estimated value on (property, etc.) for taxation; 2.  to set the amount of (a tax, a fine, etc.); 3.  to impose a fine, tax, etc. on; 4. to judge the worth, the importance etc. of.

If you look at and dissect the definition of assessment listed above, it would seem that several parts of the definition are applicable for our purposes.  I wonder, though, at the meaning-are we judges of the worth of our students’ work? Or is it accurate that we are placing a value on the work of our students and by grading their papers we are deciding what fines to impose?  If we go by this definition of “assess,” then the process would seem very negative indeed.  It has always been my feeling that the term assessment has a negative connotation-usually that hurdle that we must jump at the end of our course-the one that as students we all dread!  The use of valid and comprehensive tools of assessment, however, would change this viewpoint.

In Understanding by Design (2005), Wiggins & McTighe discuss how to revise an existing design and look at a particular design that has problem, particularly with assessment, or lack of it.  They refer to the assessment as “…little in the way of valid assessment evidence of important learnings—just a grading scheme” p. 259).  This statement is important regarding assessment since it implies that it is necessary to move beyond the grades in assessment.  I think that too many times assessment is seen as something that is used to end a unit of learning instead of as another tool of learning within itself. I disagree with that being the only method of assessment to be used.  I see assessment as part of part of the learning process, something that is continuously happening-and it doesn’t need to be something that is officially graded.  I think that assessment could be a conversation, or an application, just a simple way to measure or gauge the learning that is occurring. Grades don’t always accurately reflect what someone has truly learned and aren’t always able to measure individual students’ learning accomplishments.

Assessment is an important tool for both teachers and students alike.  A valid assessment will not only help teachers to understand what the strengths and weakness of his/her students are, but will also provide good feedback or insight for a student so that they can understand how their learning is moving along.  A good assessment must be meaningful and the role of assessment in learning should be seen as a further extension of learning as well as a reflection of what is being learned.

Guralnik, D.B. (Ed.).  (1987).  Webster’s New World Dictionary.  New York, NY: Warner Books.

McTighe, J. & Wiggins, G.  (2005).  Understanding By Design.  New Jersey:  Pearson.

Big Idea #3

Big Idea #3

What are the key understanding in teaching about information?  Think about how information is conceptualized, both within popular consciousness, and academia.  Using Bruce's informed learning, as well as standards what do we think is important in understanding information?  This is a continuation of the IL discussion (and maybe this part should have come first) - does this change the way you conceive IL standards? 

I think that popular consciousness dictates that technology=information, while academia dictates that information must meet certain criteria in order to be considered valid and reliable.  Of course this is a very general assumption and statement, but from personal experience I can say that many people rely on “googling” and Wikipedia to find their information, and many don’t question the reliability of that information.  I also think that many learners consider finding information a simple path from point a to point b, moving in a straight line.  It’s not that they are unable to see it differently, just that they aren’t always aware or thinking about how they find and use information to learn.

Learning or using information is not a destination, but a process and experience for the learner that is continuous.  The process doesn’t come to an end or stop-it might move on to another idea or continue to build upon the initial learning experience with new and different ways, but it always goes on.  Using information is a continuous cycle of learning.

Bruce makes an important point that we need to teach students that there is no divider between learning and information use-the two are not separate, but the same.  Bruce (2008) additionally states how information is “internal,” a part of the student, and that “Information is not sought; it is interacted with as they use it to learn” (p. 64).  This is what is key in understanding information.  Creating awareness within the learners of their learning process is a first step toward understanding information.

In the preface of her book, Informed Learning (2008), Bruce outlines her theories on learning and information:  “Informed learning reconceptualizes information literacy as being about engaging in information practices in order to learn, engaging with the different ways of using information to learn” (p. viii).  Also in reference to learning about information, she further states: 

“Based on my work in developing the Seven Faces of Information Literacy, it proposes that teaching and learning must (a) bring about new ways of experiencing and using information, and (b) engage students with the information practices that are relevant to their discipline or profession” (p. viii).

When students learn how the use of information is personally relevant and meaningful to their lives, whether formally or informally, this provides the motivation for their continued learning (Bruce, 2008, p. 29).

Bruce also adds, “..if we are to help students learn, we must first be aware of how they experience those aspects of the world about which they are learning” (p. ix).  All of these are necessary understandings in teaching about information.  The focus is put on the learner and determining how they learn and experience things before we try to help them to learn.  Bruce’s ideas are significant and change the way the IL standards are viewed since Bruce recognizes that everyone experiences the world differently and comes to information with different backgrounds-some more prepared than others, some less.  When interacting with the standards, however, this gap is not always recognized.  Another example is a standard of AASL that states that learners should “Demonstrate mastery of technology tools for accessing information and pursuing inquiry” (1.1.8).  We know that in some cases this won’t be possible since there still is a technology gap and not everyone has access to current technology or only has limited access.  Part of understanding information is also knowing that not all learners come to the learning experience with the same set of skills, so as teachers and librarians we must be ready and able to address learning curves if necessary.

A common thread or concept that is shared between the standards set forth by ACRL, AASL, and Bruce is that Information Literacy “extends lifelong learning through abilities which may use technologies but are ultimately independent of them” (ACRL, p. 3).  The key understandings in teaching about information are knowing how students approach their individual learning experiences, and making learners aware of how they are using information to learn.  These skills are necessary so students can understand and think about their own learning in order to be successful in attaining informational literacy.

American Association of School Librarians  (2007).  Standards for the 21^st-Century Learner.  Retrieved from http://www.ala.org/aasl/standards.

Association of College & Research Libraries (2000).  Information Literacy Competency Standards for Higher Education.  Retrieved from Angel, San Jose State University.

Bruce, C. S. (2008). Informed Learning. Chicago: American Library Association.

Big Idea #2

Big Idea #2

What are the big ideas and unspoken assumptions of information literacy?  Look beyond the skills - how are we conceptualizing information literacy (you may want to break it down).  What are the unstated biases guiding the way we discuss information literacy - in terms of standards.  If you were teaching a course that focused on information literacy what are the overarching understandings you would want students to have at the end of the course?

While the focus is on the ACRL standards you may feel free to address the AASL Student Learning Standards published in 2008.

The big ideas of information literacy are not about acquiring skills to use technology, but about learning different ways to use information to learn.  Technology does not equal information literacy.  In Informed Learning, Bruce (2008) states that the skills we need in order to attain information literacy came before technology existed and “transcend technology” (p. 11).  The AASL Student Learning Standards (2008) state the same when discussing the thinking skills necessary to learn, “The amount of information available to our learners necessitates that each individual acquire the skills to select, evaluate, and use information appropriately and effectively” (p. 3).  One of the assumptions about information literacy that is false is that technology makes it easier to access and gain information literacy.  The ACRL Standards state, “Information Literacy initiates, sustains, and extends lifelong learning through abilities which may use technologies but are ultimately independent of them” (p. 3).  The database example that Bruce discusses is a good one.  You need to understand and have skills to search a database if you want to be successful.  You also have to understand how the database works.  Without this knowledge it is very difficult to get the results that you need in a search-you will probably spend time sifting through a lot of information that is not relevant to your inquiry. 

Another example is a student using Google in order to do research for a paper instead of going directly to a database that contains scholarly publications and accredited sources.  Most searches on Google come back with hundreds and sometimes thousands of results.  Students have to understand the difference between these sources and also have to learn how to search a database.  These are skills that are necessary to have in order to access and use information successfully.  Unfortunately, it has been my experience that sometimes while helping students do research for their assignments that their teachers have told them that they cannot use the internet for their research-only books.  This is because there are teachers who are afraid to allow their students to use the internet for sources, since they don’t want them accessing in accurate information through Google or on Wikipedia.  Students miss out on a wealth of information that is available via the internet from scholarly journals and other such publications when they are not taught the skills to differentiate between sources.  Without the necessary skills, technology is not going to help one attain information literacy.

I think that another one of the unspoken assumptions of information literacy is that everyone has access to information.  There are unstated biases within the standards.  One such standard that reflects this is Standard Two in ACRL, “the information literate student accesses needed information effectively and efficiently” (p. 9), and #3 under Standard Two states, “The information literate student retrieves information online or in person using a variety of methods” (p. 10).  There are assumptions made that all students have opportunities to access and achieve information literacy, and not all students do.

If I was teaching a course that focused on information literacy, the basic concepts and understandings that I would want my students to have would be that in order to truly attain information literacy, one must think about their thinking, use inquiry in their study, and take charge of their own learning.  These are the basic concepts that both the ACRL standards and the AASL Student Learning Standards agree upon.  After reading Chapter 1 of Informed Learning and reviewing and thinking about both the AASL and ACRL Standards, I understand that the basic idea is that Information Literacy=Informed Learning=improving students’ use of information as they learn (Bruce, p. 5). 

I really struggled with these questions on Information Literacy, and I’m not sure if I really answered all of the questions that were asked.  I’m hoping that feedback and response from my group will help bring me to a better understanding and application of these concepts. 

American Association of School Librarians  (2007).  Standards for the 21^st-Century Learner.             Retrieved from http://www.ala.org/aasl/standards.

Association of College & Research Libraries (2000).  Information Literacy Competency Standards for Higher Education.  Retrieved from Angel, San Jose State University.

Bruce, C. S. (2008). Informed Learning. Chicago: American Library Association.

Big Idea #1

Big Idea #1:  What does it mean to learn?  Include thoughts and definitions regarding knowing and understanding.

I would define learning as an acquisition of knowledge.  I don’t feel that learning is as simple as memorizing facts, but more of a process of thinking that brings a learner to explore and question various aspects of the knowledge.  Learning is the end result or outcome that one is moving towards while engaging in careful thought and application of specific skills. 

I thought a bit about what my own definitions of these terms were and then I looked them up in the dictionary.  According to the Webster’s New World Dictionary, the primary definition of knowing is “having knowledge or awareness.”   This awareness is important since it stands for the metacognition that must take place in order for us to “know.”  Examining what we have learned or what we are attempting to learn is a large part of the process.  Additionally, thinking about the process is just as significant.  We must ask ourselves many questions, a few of which are -Where am I going with this idea?  Why do I think this? What is the goal of this learning? and How will I apply what I have learned?

In Understanding by Design (2005), Wiggins & McTighe state:  “The word understanding has various meanings, and our usage suggests that understanding is not one achievement but several, and it is revealed through different kinds of evidence” (p. 82).

After some careful thought about this statement, I turned back to Webster’s in order to discover the dictionary definition of understanding.  Understanding has several definitions:  “1. comprehension, 2. the power to think and learn; intelligence and 3. a specific interpretation” (p. 651).  I think that all of these are good explanations that directly apply to our purposes here.  While reading Chapter 2 of Understanding by Design (2005),  I couldn’t help but think that one way of defining understanding is understanding=interpretation.  Understanding brings us meaning, and that meaning differs according to our own experiences and ways of looking at things.  We all aren’t going to necessarily come to the same conclusions, or even take the same path to those conclusions when trying to achieve understanding.  The process and accomplishment of understanding, I believe, is unique to each learner.  There is not one goal toward understanding-there are many goals and understanding happens in layers.  Each layer that is constructed brings the learner to another level of understanding that is distinct.

It is important to recognize and “understand” that these concepts are open-ended.  In other words, learning, knowing and understanding are never truly complete.  They are always works in progress that are continually investigated, tested, and constructed.

I think I like my 8 year old son’s definition of understanding best.  According to him, understanding simply is “when you figure something out.”

Guralnik, D.B. (Ed.).  (1987).  Webster’s New World Dictionary.  New York, NY: Warner Books.

McTighe, J. & Wiggins, G.  (2005).  Understanding By Design.  New Jersey:  Pearson.