School Library Media Graduate Students ISP523L

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School Library Media Graduate Students (ISP523L)

• Graduate students
• NYSED Requirements (25 of the 100 required hours
  of field experience)
• NYS and ALA standards
• Collaborate with K-12 partners (school library
  media specialists, teachers, students) and IT
  developers
• Integrate theory and practice by developing a
  multi-media curriculum project based upon users
  information and instructional needs
• Understand the importance of ongoing evaluation
  and assessment

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Web Development Undergraduate Students (ISP361)

• Create web pages using an iterative approach
• Work closely one on one with clients
• Understand users needs
• Receive feedback from real users
• Unique opportunity to learn in a collaborative
  environment about user-centered design  

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Traditional Approach
ISP 523L
ISP 361
Dr. Powers
Dr. Stefl-Mabry
Web Projects
Curriculum Projects
ISP 523L
K-12 Partners
ISP 361
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Problem-Based Learning Approach
Dr. Stefl-Mabry
Dr. Powers
Curriculum Web Projects
ISP 361
ISP 523L
K-12 Partners
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Conceptual Framework

• Problem-Based Learning (PBL) a teaching and
  learning approach with roots in medical education
  at McMaster University, Hamilton, Canada
  (Zumbach, Kumpf, Koch, 2004)
• "PBL uses case-based learning in small groups and
  is designed as a curriculum rather than just as a
  single lesson approach" (p.25).
• Contextual Inquiry designing products from a
  designers understanding of how people work,
  collecting data by observing people and their
  motivations and details to create a shared
  understanding of the data by researchers and
  users (Beyer and Holtzblatt, 1999)

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Conceptual Framework cont.

• Cooperative Inquiry a design approach involving
  multidisciplinary partnerships (Druin, 2002
  1999 Large, Beheshti, Nesset, and Bowler, 2004).
  
• Participatory Design defined by collaborative
  team effort in all areas of the design process.
  Users are best qualified to determine their work
  and work life (Large, Beheshti, Nesset, and
  Bowler, 2004).

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The Importance of Learning Connections

• Students who see the relationship between the
  tasks they do in school and what they do in life
  are likely to learn with a different intensity
  (Abilbock, 2002, p. 2).

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Benefits of Collaborative Learning

• Students practice what they need for the
  real-world
• Create a learning network using collective social
  capital (Noguera, 2003)
• Students develop and design multimedia curricula
  in response to users real needs (Bilal, 2000
  2002)
• Students integrate technological, pedagogical,
  and methodological appropriate solution (s)
  across disciplines
• Students build a multimedia curriculum project
  based upon continuous feedback from vested
  stakeholders (Druin, 2002 1999 Large, Beheshti,
  Nesset, and Bowler, 2004 Fullan, 2005)
• University grows information professionals who
  are developmental leaders (system thinkers in
  action) (Fullan, 2005, p. 102).

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Future...

• We will continue to investigate how collaboration
  can enhance teaching and learning environments
• Please visit the seven poster sessions and
  provide the presenters with feedback and
  suggestions
• Interested in participating? Please contact us
  with curriculum needs and/or questions were
  putting together plans for Fall 2005 now!

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Works Cited

• Abilbock, D. (2002). The politics of knowledge.
  Knowledge Quest, Jan/Feb. 2002.
• ALA/AASL Standards for Initial Programs for
  School Library Media, March 2003, p. 4
  http//www.ala.org/ala/aasl/aasleducation/schooll
  ibrarymed/ala-aasl_slms2003.pdf date accessed
  November 21, 2004.
• Beyer, H., Holtzblatt, K. (1999). Contextual
  design. ACM Interactions, 6(1), 32-42.
• Bilal, D. (2000). Childrens use of the
  Yahooligans! Web search engine Cognitive,
  physical, and affective behaviors on fact-based
  search tasks. Journal of the American Society for
  Information Science, 51(7), 646-665.
• Bilal, D. (2002). Children design their
  interfaces for Web search engines A
  participatory approach. Proceedings of the 30th
  Annual conference of the Canadian Association for
  Information Science (pp. 204-214). Toronto,
  Ontario CAIS.
• Druin, A. (1999). Cooperative Inquiry Developing
  new technologies for children with children,.
  Proceedings of CHI99 (pp.592-599). Pittsburgh,
  PA ACM Press.

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• Druin, A. (2002). The role of children in the
  design of new technology. Behaviour and
  Information Technology, 21(1) 1-25.
• Eastwood, K. and Louis, K. 1992. Restructuring
  that lasts Managing the performance dip. Journal
  of School Leadership, 2 (2).
• Fullan, M. (2005). Leadership Sustainability
  Systems Thinkers in Action. CA Corwin Press.
• Large, A., Beheshti, J., Nesset, V., Bowler, L.
  (2004). Designing Web portals in
  intergenerational teams Two prototype portals
  for elementary school students. Journal of the
  American Society for Information Science and
  Technology, 55(13) 1140-1154.
• Large, A., Beheshti, J., Moukdad, H. (1999).
  Information seeking on the Web Navigational
  skills of grade-six primary school students.
  Proceedings of the 62nd Annual Meeting of the
  American Society for Information Science (pp.
  84-97). Medford, NJ Information Today.
• Noguera, P.A. (1999). Transforming urban schools
  through investments in social capital. Motion
  Magazine May 20, 1999. http//www.inmotionmagazine
  .com/pncap3.html Date retrieved December 6, 2004.
  
• Zumbach, J., Kumpf, D., Koch, S.C. (2004).
  Using Multimedia to Enhance Problem-Based
  Learning in Elementary School. Information
  Technology in Childhood Education Annual 25-37.

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Information Professionals

• School Library Media Specialists are effective
  teachers as well as effective information
  professionals. The elements of collaboration,
  leadership, and technology are integral to every
  aspect of the school library media program and
  the School Library Media Specialists role (AASL,
  1998).
• The creation of a collaborative environment has
  been described as the single most important
  factor for successful school improvement
  initiatives and the first order of business in
  order to enhance the effectiveness of school
  communities (Eastwood and Louis, 1992, p. 212).
• In addition to school districts, previous course
  projects have engaged corporate, government, and
  non-profit partners to ensure that students
  receive the cutting-edge skills that they can
  apply immediately in the marketplace.