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368 A g r e e m e n t s u p p l e m e n t s sChool mAp loCAtion D, 6 threAD loCAtion Page 112 sCApe School a key issue in schools is such as Different Communities Librarians Serve Growing Importance of Two Way Infrastructure Author Buffy Hamilton Agreement DesCription How are contemporary school libraries inviting and creating spaces for rich conversations that lead to learning with students? How can expanding the concept of information literacy act as a catalyst for knowledge construction? How might school librarians get away from the traditional emphasis on “information objects” in the library space and instead posit the facilitation of learning as the primary mission of the school library? If school librarians are in the change business, how can we disrupt a standardized test-driven culture in favor of an inquiry-driven paradigm that is directed by conversations rather than knowledge consumption? The concepts of new librarianship support school libraries’ efforts to achieve these program goals. Creating Conversations for Formal learning The four major standards for 21st Century Learners from the American Association of School Librarians include: • Standard 1 Inquire, think critically, and gain knowledge • Standard 2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge • Standard 3 Share knowledge and participate ethically and productively as members of our democratic society • Standard 4 Pursue personal and aesthetic growth These standards can be a vehicle for an inquiry-driven school library program that privileges questions and conversations. How do we use a framework of participatory librarianship to create conversations around these standards for learning with students? One way that school librarians can create conversations about information evaluation and social scholarship is through the active creation and integration of research pathfinders into library instruction . By integrating traditional forms of information sources, such as widgets for databases and for the card catalog as well as emerging forms of social scholarship, such as RSS feeds from Twitter and blogs, or embedding YouTube videos, school librarians can open up conversations with students about the concept of authority. The use of both traditional and nontraditional information sources in research pathfinders provides a springboard for questions and discussions about when and how to use particular information sources for a range of information-seeking tasks. School librarians can also create conversations about collaborative knowledge building using wikis and inquiry based activities that engage students through collaboration, cooperative construction, and knowledge sharing. For example, I created and facilitated a wiki to support tenth graders’ exploration of how individuals and groups are Figure 215 A g r e e m e n t s u p p l e m e n t s 369 using social media for social good. Through this wiki, students could share links to articles, videos, and blog posts that discussed ways that people are using social media for charity and social justice; through the wiki, students could dialog with each other about the ideas they were discovering in their research. School librarians can also integrate face-to-face learning experiences that support an inquiry stance on information literacy. To reinforce the discussions taking place on the class wiki, I borrowed an activity from Dr. Bob Fecho, professor of Language and Literacy Education at the University of Georgia, to spark conversations among students. The “speed dating” article activity involved students working in small groups to do rotating threeminute interviews of each other about the “social media for social good” information sources they had posted to the class wiki. As students interviewed each other, they took notes on the ideas that stood out in the interviews; the culminating activity was to then share these interview notes on the class wiki. This activity gave students the opportunity to converse and construct knowledge as they shared their findings and reflections on the ideas from their research. School librarians can help students create conversations about adaptability and research strategies by teaching students blogging skills and strategies. As part of extended inquiry into issues facing Africa, students blogged multiple times each week. Some blog entries were reader response journals for the book they and their literature circle were reading; these books, fiction and nonfiction works, reflected one or more issues related to Africa and were selected from a menu of texts by each group. In addition, students engaged in conversations with themselves as well as their peers through weekly research reflections. In these blog entries, students wrote about challenges, successes, and questions they were...


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