ERIC EJ1136309: Personalized Learning Environments and Effective School Library Programs

2017·0.51 MB·English

by  ERIC

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16 Knowledge Quest | Power to the Pupil: Student Agency in the School Library
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Personalized Learning
Environments and
Effective School Library
Programs
Michelle Easley | [email protected]
Personalized learning offers school librarians a way to
maximize learner achievement by meeting students where
they are and allowing students to engage in experiences
that support their learning.
Volume 45, No. 4 | March/April 2017 17
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
What Is Personalized teachers; librarians personalize the expertise and human touch
Learning? learning for students by curating learners need to succeed.
digital resources that teachers can
Personalized learning is defined use to support learners. Addition- Relationships are also key to
as “tailoring learning for each ally, school librarians can offer motivating students. Affirming
student’s strengths, needs, and students the opportunity to use interpersonal relationships
interests—including enabling voice and choice by selecting reading positively impact students; these
student voice and choice in what, material that appeals to the student’s relationships can ultimately
how, when and where they learn— individual preference, interests, and translate to improved student
to provide flexibility and supports ability level or by extending learning achievement. Nurturing educa-
to ensure mastery of the highest experiences started in the classroom. tor-student relationships enable
standards possible” (Patrick, Furthermore, AASL has stated that students to feel safe and supported.
Kennedy, and Powell 2013, 4). an “effective school library program School librarians establish bonds
Bearing this definition in mind, has a certified school librarian at and create supportive spaces where
a personalized learning environ- the helm, provides personalized all learners are valued, regardless
ment should encourage learners learning environments, and offers of socioeconomic status, gender,
to manage and be responsible for equitable access to resources to or ethnicity. School librarians are
their own learning. Personal- ensure a well-rounded education for generally the only staff members
ized learning enables students to every student” (AASL 2016). who interact with every student in
“have agency to set their own goals every grade level. In some instances
for learning, create a reflective The seven principles of personal- school librarians maintain positive
process during their journey to ized learning as followed in Fulton relationships with students over the
attain those goals, and be flexible County (GA) Schools are: varied students’ entire tenure at a school.
enough to take their learning strategies, just-in-time direct
outside the confines of the instruction, choice and voice, Scott Johns has identified four core
traditional classroom” (Patrick, mastery-based assessment, choice elements of personalized learning:
Kennedy, and Powell 2013, 4). for demonstrating learning, flexible 1) integrated digital content, 2)
pacing, and co-planning learning student reflection and ownership,
Personalized learning offers (see figure 1). 3) data-driven decisions, and 4)
school librarians a way to targeted instruction (2016). School
maximize learner achievement by Some educators believe personal- librarians are perfectly poised to
meeting students where they are ized learning requires the use of facilitate the integration of digital
and allowing students to engage technology, but, while technology content by curating digital resources
in experiences that support their does make the job of personaliza- that are aligned to standards
learning. The classroom teacher is tion easier in various instances, and meet the needs of individual
important in creating an environ- technology is not required to per- learners.
ment that supports personalized sonalize learning. It is true, though,
learning, but an effective school that adaptive software uses a series of School Librarians’ Roles in
library program is critical to algorithms and modifies what infor- Personalized Learning
sustaining this type of environ- mation is presented based on how
ment. School librarians, in many students perform in the software. Expanding Traditional Roles
instances, work with all students Such software can play an important
in the school, from every class and role in personalized learning. In years past, school librarians have
grade level. School librarians are However, teachers, school librarians, collaborated with teachers about
uniquely positioned to support and other instructional staff provide a particular instructional unit,
pulled physical books, and placed
18 Knowledge Quest | Power to the Pupil: Student Agency in the School Library
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
Figure 1. Principles of personalized learning. (Fulton County Schools n.d.) Reprinted with permission.
them on carts. Students would then librarians are particularly skilled created their own spectrum (see
visit the space, the school library, at evaluating resources. This skill figure 2) that illustrates a range
to use the resources, or the cart can be extended to the evaluation of student-voice activities that can
might be rolled down the hall to the of digital content that supports move from expression, consultation,
classroom. Fast-forward to today’s learners beyond electronic books participation, partnership, activism,
personalized learning environment and databases. School librarians can to leadership. “Moving from left to
in which students aren’t bound by assist teachers and other instruc- right [in the spectrum], increasing
time or space; they no longer have tional staff by selecting resources in levels of self-determination give
to come into the library to find various content areas and reviewing rise to greater integration of the
resources to support their learning. adaptive software, productivity students’ own sense of purpose and
Information can be accessed on tools, virtual simulations, and other desire with what may be required of
their mobile devices from anywhere digital resources. School librarians them by outside forces” (2012, 10).
at any time. can help locate and vet digital As a learner shifts from expression
resources that enable learners to to leadership, the learner has a voice
Today each student might have
meet learning standards. to effect real change and take on
a different topic of study; as a
decision-making roles (Toshalis and
result, the expertise of the school Supporting Choice and Voice
Nakkula 2012).
librarian is needed now more
than ever. Personalized learning An essential part of personal- The goal of school library programs
environments need curated digital ized learning is learner voice, and should be to foster instructional
resources, not only to support research has shown that learner voice experiences that encourage learner-
research projects but also to serve as contributes to learner agency. Eric voice activities on the leadership
integrated digital content. School Toshalis and Michael J. Nakkula end of the spectrum. These types
Volume 45, No. 4 | March/April 2017 19
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may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
of activities allow learners to serve For example, some learners may Barbary Bray and Kathleen
as leaders and to identify and solve appreciate learning about a topic McClaskey developed the
real-world problems both in and out through video or visual repre- Continuum of Choice, which
of school. sentations as opposed to reading presents a continuum on which
text. School librarians have been learners move from teacher-
The opportunity for learners to
and are experts at curating video centered on the left end of the
participate in the activities on
content. They can empower teachers continuum to learner-driven on
the right side of the spectrum is
by assisting them in incorporating the right. Learners develop agency
necessary and should be viewed
and building pathways for learners through choice, going from par-
as invaluable. Learners’ ability to
to choose information resources ticipant, codesigner, designer, and
express themselves is important,
based on learners’ own learning advocate to, ultimately, entrepre-
particularly in a personalized
preferences. Providing content in neur. On the entrepreneurial end
learning environment. If learners
various formats and empowering of the continuum a learner “self-
are writing and publishing their
teachers to provide this choice to regulates, adjusts, and determines
own work and creating webpages,
students is what powers personalized learning based on what they want to
the students are growing. Extended
learning. Ultimately, this personal- do with their lives. They take their
opportunities to conduct research
ization positively influences academic ideas and passion to pursue an idea
on a problem a student deems as
achievement because learners feel and possibly to create a business”
important, gather community
more engaged in the learning process. (Bray and McClaskey 2015). School
input, and lead and direct action
One example of a content provider librarians can support learners
on the issue move the student to the
school librarians might consider in at any point on this continuum
right end of the spectrum. School
support of personalized learning by providing resources such as
librarians facilitate these types of
is Discovery Education, a company multimedia content, making
instructional activities regularly and
that offers virtual labs, interactive connections with experts outside
should continue to do so to remain
games, and multimedia resources of school for internships, and
viable in personalized learning
aligned to standards. Safari Montage providing research strategies and
environments.
offers videos that will help learners. access to information that enables
Additionally, Gale offers e-books and all learners to move freely along the
Choice and voice allow learners
articles presented at various Lexile Continuum of Choice.
to take an active role in their
levels to meet the varied needs of
learning. Learners are empowered
learners.
to decide how and what they learn.
The spectrum of voice oriented activity
Figure 2. Toshalis and Nakkula’s spectrum
of student voice-related activities. (2012)
Reprinted with permission.
20 Knowledge Quest | Power to the Pupil: Student Agency in the School Library
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
Just-in-time instruction provides opportunities for
Further supporting choice and voice
are school librarians’ efforts to learners to actively construct new knowledge, a key
impact the new digital divide: “the
element in personalized learning environments.
disparity between students who use
technology to create, design, build,
explore and collaborate and those
who use technology to consume
media passively (U.S. Dept. of Ed. school’s databases or provide infor- Access to a strong collection enables
2016, 18). Promoting choice and mation on how to create a podcast. students to exercise choice and
presenting options for learners to This instruction aligns with Section discover topics of interest to them,
actively use technology should be 2: Teaching with Technology material on their reading level, and
evident in effective school library in Future Ready Learning: Reimagin- authors and subjects that appeal
programs. Coding, immersive ing the Role of Technology in Education. to them. Think about the various
simulation, media production, “Educators will be supported by learning styles—some learners are
interaction with experts, global technology that connects them to auditory, while others are visual or
connections, designing, and peer people, data, content, resources, kinesthetic learners. Learners now
collaborations are all activities expertise, and learning experiences have the power to choose between
that can be provided as choices for that can empower and inspire them print, audio, or electronic books, or
self-directed learners (U.S. Dept. to provide more effective teaching books with embedded multimedia.
of Ed. 2016). Many school library for all learners” (U.S. Dept. of Ed. The combined experience of
programs already offer several of 2016, 25). Just-in-time instruction listening and reading offers
these types of instructional experi- provides opportunities for learners students who are reading below
ences, from student-produced news to actively construct new knowledge, grade level a chance to interact with
programs to afterschool coding a key element in personalized grade-level texts without concerns
and Skype visits with authors from learning environments. about fluency or decoding issues
around the world. (Dalton 2014). This combined
Building a Strong E-Collection
experience is a major benefit that
Providing Just-in-Time Instruction e-books can provide struggling
The foundation of a school library
readers. Other e-book features offer
Just-in-time direct instruction program is its collection. Print and an even more-personalized reading
requires providing instruction for electronic books are the corner- experience for learners, who can,
the learner even in instances when stone of this collection. A crucial for example, highlight and take
the learner may not physically be component of personalized learning notes within the e-book, and access
present in school. School librarians is availability of resources anytime, embedded multimedia with graphics,
can provide direct instruction to anywhere. E-book platforms make animation, and video, plus pro-
learners on a variety of subjects. this accessibility possible and nunciation clips and/or language
Additionally, school librarians can empower the school library to offer translation. This rich set of options
support teachers who wish to build a more-personalized experience ultimately supports learners as
lessons for just-in-time instruction. for learners. This personalization they build their vocabularies and
This support may take the form of may be accomplished by allowing strengthen their reading compre-
offering professional learning about learners to search for material hension skills.
various software applications that by Lexile level, reading grade or
enable teachers to provide just-in- interest level, keyword, author, topic, Personalized reading lists can be an
time instruction, such as Microsoft or genre. Many e-book platforms important element in personalized
Sway, Office Mix, Screencast-O- available in today’s marketplace learning. Software tools, such as
Matic, Google Docs, Prezi, iMovie, may fit this need. The Gale Virtual Your Next 5 (YN5), allow readers
PowerPoint, Keynote, or other Reference Library, OverDrive, and to complete a web-based form that
presentation and video tools. MackinVIA are a few examples of outlines their preferences and then
comprehensive e-book platforms provides the reader with a curated
School librarians can also develop that provide choice in support of list of suggested titles for their
step-by-step tutorials for both librarians’ efforts to foster learners’ next read (five additional titles).
learners and instructional staff. For passion for reading. This passion Librarians curate these lists based
example, these tutorials might cover results in higher levels of academic on the preferences and interests
how to search for information in the achievement. indicated by the reader (Bass 2014).
Volume 45, No. 4 | March/April 2017 21
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
Though the YN5 readers’ advisory both print and digital library collec-
service is offered as a public library tions. The physical spaces promote
program, it could have immense learner agency as learners are now
1. seating value if implemented in some empowered to select how best to use
fashion in a personalized learning the space to meet their learning
school environment. Think of the needs.
power of taking a student’s interest
in a particular topic, genre, or Here are seven ways to adapt your
author and then using the student’s school library to promote personal-
reading level to curate a list of ized learning.
recommended titles for the student.
1. Seating—Provide multiple types
2. flexible furnishings Certainly, logistical details would
of seating for learners, and
have to be addressed. Though most
then let them choose what works
public school libraries do not have
best for them. Provide couches,
the luxury of a large staff, creative
individual chairs, chairs in
thinking may yield viable alterna-
nooks, collaborative tables, and
tives, such as enlisting volunteers,
traditional table-and-chair sets.
parents, and teachers to research
Allow learners to decide if they
titles. Another strategy could be to
want to learn independently, sit
use the advanced search features
3. innovation space/time next to a shelf of books, read a
in an online library database and
print book, or plug in a device
interface such as Destiny to select
and charge while reading an
titles on a student’s targeted grade
e-book or content in an online
or Lexile level. These personalized
database.
reading lists support personalized
learning and help improve students’
2. Flexible furnishings—Opt
reading skills.
to use mobile and lightweight
furnishings so they can be moved
4. virtual collection Creating a Supportive Physical and
by anyone as the need arises. Do
Virtual Library Space
away with heavy wooden tables
and select lightweight tables with
Creating spaces that support
wheels and integrated power
personalized learning is essential
outlets. Other good choices
so that the physical library space
are chairs with integrated
strengthens this approach to
power outlets and tray tables
learning. Fulton County Schools
that can accommodate left- or
took on an ambitious project to
5. mobile devices right-handed learners. In our
transform all high school libraries
renovated libraries power is
to support personalized learning.
supplied via outlets in the floor.
Primary aspects of the renova-
If you are in an older space you
tions were decided by local school
may want to consider making
teams in collaboration with district
power available from the ceiling.
personnel and an architectural firm.
Multiple power options allow
Several brainstorming sessions
you to run electrical conduits
were held, and input was gathered
across the ceiling and have power
6. choice and voice from the schools’ instructional
cables that can be lowered and
staff, administrative team, parents,
retracted as needed. Set up areas
and students. The end results were
with monitors that allow learners
astonishing as school libraries were
to plug their mobile devices into
transformed to incorporate flexible
larger displays. This use of larger
and mobile furnishings, collabora-
displays encourages learner col-
tive group spaces, chairs and tables
laboration.
with integrated power for charging
mobile devices, and a blending of
7. active use of technology 3. Innovation space/time—
Provide all of the ingredi-
22 Knowledge Quest | Power to the Pupil: Student Agency in the School Library
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
ents necessary for learners to Provide opportunities for Works Cited:
innovate. This goal could be students to code, create, collab-
American Association of School
accomplished with a makerspace orate, produce media, connect Librarians. 2016. “Definition for
or STEM robotics lab. Addi- with the global community, and Effective School Library Program.”
<www.ala.org/aas/essa/effective>
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(accessed December 6, 2016).
time to research or create
whatever interests them. In 1731 Summing Up Bass, Hayden. 2014. “Teens and
Personalized Reading Lists: A Perfect
Benjamin Franklin helped to Match.” Young Adult Library Services 12
establish the first lending library Effective school library programs (3): 21–23.
can propel personalized learning
in the British colonies, and it Bray, Barbara, and Kathleen McClaskey.
environments in schools. 2015. “Choice Is More than a Menu
was there that some of his first
Programs that support choice and of Options: Continuum of Choice.”
experiments with electricity were Personalize Learning (November
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performed (Library Company 8). <www.personalizelearning.
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4. Virtual collection—Provide featuring e-books and high-quality Landscape.” Phi Delta Kappan 96 (3):
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on a range of topics for various multimedia and digital resources, Fulton County Schools. n.d.
reading levels and across promote learner agency and are “Personalized Learning.” Atlanta,
GA: FCS.
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Johns, Scott. 2016. “The Core 4 of
provide learners with access school library programs in person-
Personalized Learning.” Bring Your
to reliable online informa- alized learning environments. Own Thoughts (January 20). <www.
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of-personalized-learning> (accessed
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December 6, 2016).
Gale in Context databases. Michelle Easley is Library Company of Philadelphia. 2015.
At the Instance of Benjamin Franklin: A
responsible for Fulton
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urge learners to use the device Patrick, Susan, Kathryn Kennedy,
of the Georgia Library Media Association.
that best fits their personal need and Allison Powell. 2013. Mean
or the task at hand. Funding She serves as a member of the Southeast What You Say: Defining and Integrating
Personalized Blended and Competency
can be a roadblock, but don’t let Regional Advisory Committee of the United Education. Vienna, VA: International
it stop you. Work to involve your Association for K–12 Online
States Department of Education’s Office of
Learning. <http://files.eric.ed.gov/
local parent-teacher association,
Elementary and Secondary Education and fulltext/ED561301.pdf> (accessed
approach corporations in your December 6, 2016).
community for sponsorship, or a member of the Georgia Department of
Toshalis, Eric, and Michael J. Nakkula.
apply for grants. Education’s Education of the Whole Child 2012. Motivation, Engagement, and
Student Voice. Washington, DC:
6. Choice and voice—Allow Committee (ESSA implementation). Michelle Jobs for the Future and Nellie
Mae Education Foundation. <www.
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and the Georgia Library Media Association United States Department of
create instructional experiences
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Volume 45, No. 4 | March/April 2017 23