Creating a plan to extend the classroom is an interesting mandate for a school media specialist. In many respects it is something that the profession has been stressing for about two decades. In my graduate program at WSU most of the instructors in school media spent a great deal of time on the concept of a library without walls in both theory and practice. This was the early 1990's as the cusp of the full impact of the digital revolution was being broached by schools. Libraries in schools were expected to transform from being static book warehouses to dynamic teaching centers. A dynamic teaching center lead by a dynamic teacher- the school media specialist. The media specialist was to act as an instructional leader inside the library and out. Information literacy were the skills to be taught with an emphasis learning taking place where the student was rather than the student being limited to learning on site in the library.
As the capabilities of digital library resources began to be deployed the goal of a library without walls became less theory and more reality. 24/7 learning could be enabled with the school media center acting as a teaching and learning hub. Tools included in the package necessary to be an extended digital learning center are an Online Public Access Catalog OPAC. Online subscription based tools like databases and digital reference works. Ebooks and assorted online student work enhancing/assisting websites as selected and taught by the school media specialist. Access to these facilitated by library websites built and maintained the school media specialist. Training to students to be administered by the media specialist on a project by project basis in coordination with subject area teachers. Information literacy skills were not to be taught in the vacuum of a library tour or familiarization short course. Ongoing instruction tied to the curricular needs of the courses students were enrolled was the model to be pursued. Training both students and teachers to be efficient information seekers, assessors and users was to be the constant target of efforts.
What does this look at in the RHS library?
OPAC: Follett Destiny - A web based full access catalog to all print materials held by the library. Accessible 24/7 with features that help the student locate, evaluate and reserve/circulate materials not only in RHS library but all Rockford libraries K-12. Instruction in the use of this asset is ongoing by the myself and the library staff.
Online Databases: MEL databases, Opposing Viewpoints, ABC-CLIO databases. As media specialist I spend a great deal of time instructing students and staff in accessing information needs and choosing the best tools available to meet those needs. Instruction in the use of databases is core to this. Access to these tools is 24/7 with at home logging and password service being taught to students on a project by project basis. Their need to know is driven by their immediate curricular need and research assignment.
Online/websites: Much the same as instruction in databases.
Ebooks: We have yet to implement a full collection of ebooks. Through MEL I have taught and used ebooks held at the state level but we are still investigating the practicality of a locally (RHS or KISD) hosted ebooks collection.
In the RHS library the plan for extending the learning experience beyond the walls of the school have a NETS alignment that is strong in 1 b. 2 a. 3 d.
NAVIGATING THE WORLD OF ONLINE LEARNING
The path of the student is in the world of online learning is quite different than the path the student experienced as a traditional student. There are many up front concerns in the area of course availability, relevance and credit eligibility. Then, of course, there are technology concerns and access to appropriate and supported computer platforms with full connectivity with storage and retrieval of data. The student may not be able to articulate these concerns but they must be addressed ahead of time by both the student and the educational entities involved. These issues tend to be nuts and bolts issues but if they are not addressed they will serve to be deal breakers for the student as they attempt to negotiate the online experience. Technology roadblocks to a student can seem to be unmanageable. It will provide a quick failure excuse for the marginal student. It will poison the experience for even the most motivated students.
It is in the area of student motivation and diligence that the mentor comes most directly into play. Totally self directed online experiences lend themselves to failure for the unmotivated student. Even the very motivated student can falter in their progression if the lack focus and the ability to pace themselves effectively. The first online educational experience really benefits the student if it mentored by someone who knows the pitfalls and is prepared to head off problems for the student with early and repeated interventions if necessary.
To me the greatest risk to the online student is being overwhelmed by the independence inherent in online learning. Self pacing is difficult for the student conditioned to be paced to a teaching professional. In the interactive program Navigating the World of Online Learning the questions presented to the student can be answered with a little perseverance and timely assistance. The intrinsic motivation of the student is key. This is why the student who is taking online credit recovery is at such high risk of failure in the online educational environment.
It may be that as we progress into the generation of the post digital learner we may find more and more students who are adept at online learning. We will likely find that there will be a significant number of secondary level students who prefer the self paced environment online. Without quality content and quality interaction with instructors there is a hazard that students left to their own devices will either fail or potentially worse yet succeed but succeed in an inadequate program. The student, even a prescient one, rarely self articulates qualms about the content of what they are being taught and whether it meets their long term educational needs. Unless there are qualified and involved mentors/instructors the hole that will develop in their educational experience may be difficult to recover from.
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