You’ve gotta love Joyce’s new article on 14 Ways K-12 Librarians Can Teach Social Media! I encourage you to read the article in its entirety at the link below. Do you agree or disagree with her assertions?

In the meantime, here are my favorite parts:

  • Read Joyce Valenza Ph.D
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    14 Ways K-12 Librarians Can Teach Social Media

    • 14 Ways K-12 Librarians Can Teach Social Media
    • This is the best time in history to be a teacher-librarian. Major shifts in our information and communication landscapes present new opportunities for librarians to teach and lead in areas that were always considered part of their role, helping learners of all ages effectively use, manage, evaluate, organize and communicate information, and to love reading in its glorious new variety.
    • A school’s teacher-librarian is its chief information officer, but in a networked world, the position is more that of moderator or coach, the person who ensures that students and teachers can effectively interact with information and leverage it to create and share and make a difference in the community and beyond.
    • These information-fluency standards scream inquiry, critical thinking, digital citizenship, creative communication, collaboration, and networking.
    • For librarians, and for most other professionals, the game has changed.
    • 14 retooled learning strategies that teacher-librarians should be sharing with classroom teachers and learners in the 2009–2010 school year.
    • 1. New fun with intellectual property.
    • Whether it is communicating the results of inquiry and research or composing and sharing a digital story, we now guide learners as they create and share media products in a mashup, remix world.
    • Creative Commons: a new world of voluntary content sharing
    • Librarians should be teaching about the icons attached to these licenses and making it easy for teachers and learners to access major portals for CC content.
    • Use of Creative Commons demonstrates respect for intellectual property while recognizing a more open information landscape, the desire of content creators to share, and the need of content users to build on prior knowledge.
    • Fair use allows us to use copyrighted material without asking permission if that use adds value to or repurposes the original work. Released in November 2008, the new Code of Best Practices in Fair Use for Media Literacy Education helps us understand when our use of copyrighted material is fair. It helps untie the hands of creative educators and learners who want to thoughtfully live and learn and create in a media-rich world. One of the tools I and other librarians will use with students this year is the Tool for Reasoning Fair Use. (See my post on the release of the new code.)
    • 2. Documentation doesn’t have to be a miserable task.
      • Though we teach with NoodleTools at our school, among the alternative free citation generators your own librarian may be sharing are:

        • Bibme: Free citation generator that anticipates sources and pulls reference content from a database of resources.
        • EasyBib: Automatic bibliography and citation maker covers a large variety of source types and is updated for MLA, seventh edition.
        • Son of Citation Maker: David Warlick’s interactive tool does MLA (7th edition), APA, Chicago, and Turabian.
        • OttoBib: For books only; enter the ISBN and the tool will complete the citation.
    • 3. Moving beyond one-trick, single-search mode.
    • Librarians should offer their constituents an array of appropriate search tools. At the high-school level, that array reaches into social search—blogs and wikis and Twitter —as well as copyright-friendly media and scholarly content.
    • We have new primary sources to analyze and evaluate. I want my students to be able to locate and contact experts and to follow conversations about breaking issues in the news via Twitter or by using the new real-time search tools.
    • 4. Pushing information and working with widgets.
      We can show students and faculty how to work smarter, and how to make search tools work harder for them, by sharing the power of RSS feeds and feed aggregators.
    • 5. Searching yourself.
    • 6. Scouting and networking.
      Through their social networks—Nings, listservs, Twitter, and social-bookmarking activities using Diigo or Delicious sharing—today’s librarians are, or should be, on the lookout for resources tools with which to serve the curriculum and engage learners across content areas and grade levels.
    • Twitter can be a powerful networking tool for research, current awareness, and professional development if students and teacher learn to leverage its power to meet their learning needs.
    • media-rich networks help students access news, collaborate, discuss, and share within in a dynamic environment.
    • 7. Transparency and the research process.
    • When you use either blogs or wikis, the process becomes more interactive and transparent. Most of our teachers and students prefer to work with wikis, probably because we’ve been working together to build lessons and resource pages on that platform. Wikis are easily edited and updated. They hold media in all formats, including bookmarking widgets, video, and images of their mind maps. They preserve links. The discussion tab permits conversations between teachers, librarians, peers, and mentors, as well as intervention when a crisis is imminent or when praise is called for.
    • 8. Organizing tools.
      We’ve long used Inspiration as a tool for brainstorming questions prior to research and for organizing the results of research. A new array of mind-mapping options is available, creating opportunities for collaborating and sharing. In addition to employing Inspiration’s new, Web-based Webspiration, librarians can help teachers integrate a wide variety of mind-mapping and time-lining options to help students organize their thinking and their work.
    • 9. Survey tools for research and learning.
      I absolutely adore Google Docs. I am using the new templates to create a new calendar for our library. I am also using spreadsheets in Google Forms to create surveys (like our genre poll–scroll down and look on the right–and our Current Awareness Service)
    • 10. Connecting with authors and experts.
    • 11. Communicating research and telling new stories.
      The read/write Web means audience. Our students no longer write for their teachers’ eyes only. They script and blog and tweet and write, building knowledge for others in our school community and beyond.
    • 12. Rethinking collection.
    • 13. Reading 2.0.
      Over the past three years, I’ve worked with our classroom teachers to move our literature circles into blogs and wikis and Nings. Our students promote our reading-list books by creating book trailers. (You can find similar student-created trailers, reviews, and book talks inspired by librarians all over the world on YouTube, TeacherTube, TeacherLibrarianNing, VoiceThread, Animoto, and Glogster.
    • 14. Intellectual freedom extends to Web 2.0.
    • Web 2.0 is an intellectual-freedom issue too. Librarians should be willing to fight for open access to new information and tools with the same energy we use for books, helping our districts develop reasonable filtering policies and demonstrating models of effective use of online tools.

Posted from Diigo. The rest of my favorite links are here.