Fartlek - Swedish word meaning speedplay, in which one runs irregular distances at varying speeds interspersed with jogging intervals

Every subject has its own jargon. In running, this one always makes people smile. It was during the Web 2.0 coursework that I first heard the jargon “digital native”. I had no idea what this strange phrase meant and remember doing quick online search so I didn’t feel quite so ignorant. This led me to a great article written by Michelle Gorman(2006) in School Library Journal called “Do You Speak Digital?” which made me feel even more inadequate as I bombed the article’s 10-point quiz.

Gorman explains “today's teens speak a whole new language--the digital dialect of computers, video games, and the Internet. These digital natives have never once lived in a world that doesn't include the Internet, digital photos, social networking sites, MP3 playlists, and streaming video. They're a plugged-in generation for whom the World Wide Web is not an alternative reality--it's a 24/7 extension of their lives. Not surprisingly, their childhood experiences are a lot different than ours (at least those of us who are over 27 years old).” Gorman encourages teacher librarians to immerse ourselves in this digital culture, to explore technology, play with it, and to check out its implications for teaching and learning. After all, how are we going to be able to truly interact with these digital natives if we can’t even speak their lingo?

So here I am a few months later, after “playing” with Web 2.0 Tools, reading and thinking about technology. Since it is a proven fact that we menopausal woman can’t remember anything unless it is written down, I figured it was authentic assessment to retake Gorman’s quiz. This time I scored an unbelievable 8 out of 10 and I only had to think about a few questions! Perhaps one measure that I am on my way to bridging the digital divide between my generation (which I read is the last to have been raised entirely using print resources) and this new Net Generation of learners! However, I know it will take more than dropping a few phrases for educators to really make the vital connections necessary to effectively teach these students.

I’ve been contemplating this week’s topic about whether these new learners, with their cultural immersion base in technology, require a whole new set of teaching strategies. To ensure their success, the “what” direction is provided by various models for the “new literacies” (Asselin & Doiran). Which specific strategies are essential to fulfilling the “how” of merging technology and learning? In the well-presented Point/Counterpoint discussion presented this week by classmates Danielle and Jessica, it became clear that a definitive answer might not exist.

Brain research shows that technology affects brain function both positively and negatively (On Digital Learners/Digital Native, Small & Vorgan). A point well worth keeping in mind. As I read Christopher’s discussion summary of Small & Vorgan’s findings, it seemed an obvious conclusion that “Digital natives tend to have greater multi-tasking skills, improved peripheral vision and higher efficiency using technology ”and that “Digital immigrants appear to have more advanced people skills - better face to face contact, more ability to solve problems, work in groups, and express empathy". But then I had to agree with Jess’ point that “multi-tasking is nothing new for people”. (Well, at least most people, as I watch my husband climb the stairs yet again and not carry up the laundry!) I would content that today’s digital learners are also extremely social and display incredible empathy through their inclusion of marginalized student. My generation took a long time to show acceptance towards handicapped and gay students. Today’s students collaborate online and seem very adept at working in group situations. Just because we are seeing multi-tasking and social interaction expressed through new mediums doesn’t mean that the attributes are exclusive to one particular group.

With this in mind, it is important to caution ourselves from tossing out existing successful teaching practices in our “moral panic” to begin afresh with a whole new repertoire of teaching strategies designed especially to capture the attention of the digital learner. Throughout my teaching career I have seen many new approaches come and go. Whole Language instruction was supposed to transform the generation hooked on video and television into becoming skilled and discerning readers. If there is one thing I know for certain it is that the best teaching program is one that is created by incorporating the “new bits that work” into the mix of one’s existing personal teaching bag of tricks. I took key aspects from Whole Language and incorporated these into my lessons with absolutely amazing results. My students began to love reading, and adored using the classroom and school library, they produced quality writing, their abilities soared and a whole literary climate was created where we conversed in the language of our common interest – Roald Dahl, edit conferences, writer’s mumbles, COPS and inventive spelling.

I understand that keeping pace with our digital natives necessitates transforming our way of teaching and exploring new strategies. This only makes sense. However, this does not mean that educators have to completely abandon those strategies which have their place in effective teaching practices. Making whole scale change is difficult not only for teachers but students as well. Many students have developed the traits of “learned helplessness” and resist change. Lecture, group discussion, mastery teaching, cooperative teaching methods, independent research and seatwork all offer opportunities for students to explore their individual learning styles, enhance their knowledge and work to their creative potential. When you begin to incorporate inquiry-based learning, critical thinking, and differentiated learning into the mix, teach students about how they learn and connect this with relevant technology– well, then learning can get very interesting and exciting!

My personal approach will be to continue exploring the issue of technology and learning, incorporate technology into my lessons in meaningful ways and explore new strategies in my own library teaching which shift the impetus for learning to the students. The transformation will not be seamless and will probably be messy. With the vision of School Libraries 2.0 to guide me, my goal will be to connect with the digital natives in my classes and work together to promote the “new literacies”. I am mindful of Asselin & Doiran’s caution about “layer[ing] the new onto deeply embedded educational structures and practices thus appearing to be innovative while perpetuating old ways of learning and teaching (13)”. I will need to revisit the vision often to ensure that genuine change is occurring. I will also need to find ways to encourage colleagues to join this Learning 2.0 environment. Soon we will all be speaking the new language of a community of learners.



P.S. By the way, my own little digital native, son Max, also scored 8 out of 10 on the quiz. Go, Mom!

"I tell our runners to divide the race into thirds. Run the first part with your head, the middle part with your personality, and ...

...the last part with your heart." Mike Fanelli, coach

The first readings for this Information Technologies for Learning course have effectively introduced me to the new vision of School Libraries 2.0. Authentic inquiry-based instruction "emphasizes the affective as well as cognitive aspects of the process" (Kuhlthau, 1993 as cited in Oberg, 2004). Since class began I have experienced the tumult of new acquiring new information on both an emotional and educational level. As a teacher librarian I agonized over the concerns, frustration and anxieties which grew from the realization that it would be my responsibility to introduce major changes to current school library program. However, with reflection and the additional insight of additional articles, I began to recognize that I was already making fine progress towards the goal of creating a School Library 2.0 in my secondary school and that I am not alone in this endeavor.

You know you’re a 21st century librarian if…

A Modest Manifesto (Valenza, 2008) suggests an impressive list of prerequisite skills for an effective 21st century librarian, and this was definitely the article that caused me the most angst and rumination. Highlighter in hand, I read through the list (as did several of my classmates), acknowledging my current understandings and noting areas of which I knew little. While it was evident that I supported Web 2.0 technology in the school library, I still have numerous Manifesto competencies to explore before this teacher librarian may be considered (Valenza's description) my school’s “info-technology scout” and “creative force”.

Last term, as outlined in my previous blog entries, I completed an intense exploration of a variety of Web 2.0 tools. These technologies were the same ones revisited and explained in “Towards School Library 2.0: An Introduction to Social Software tools for Teacher Librarians” (Naslund & Giustini, 2008). After reading Valenza’s Manifesto, I felt extremely overwhelmed by her extensive expectations and discouraged that, despite all this groundwork, my personal metamorphosis into a 21st century librarian was still so far from complete. Perhaps I am too hard on myself, by seeking this level of competency and I need to recognize that the journey is just as valuable as the end result.

A Framework for Tomorrow

Towards A Tranformative Pedagogy for School Libraries 2.0 (Asselin & Doiron, 2008), came to my rescue by providing the underlying framework of why schools must change traditional pedagogy to address the new literacies of the Net Generation. As the ideas of “new learners”, “new literacies” and “new concepts of knowledge” were introduced, and the potential model for the future of School Libraries 2.0 unfolded, I began to see the relevance of Valenza’s list and how it supported the new direction for school libraries. Of special interest was Asselin & Doiron’s description of the ten major characteristics of these new learners. I realized that last term's Web 2.0 course had subtly transformed my own approach to learning, enabling me to operate at a baseline within these characteristic models - as a new digital immigrant. As an illustration, this week I independently mastered Skype, incorporated this technology into my daily life, shared it with friends, and used this tool to connect socially and as a way to facilitate planning a wiki project with a classmate.

The Literacies for the Information Generation diagram shown at the top of this post (Asselin & Doiron, 2008, p. 8) illustrates “five comprehensive areas which reflect the multi-modal, multiple literacies that will enable full literacy development for today’s learners (p. 7)”. When I studied this diagram and read the detailed descriptions of each component, I had the epiphany that I am presently following this same learning path and expanding my literacy knowledge through the University of Alberta Teacher-Librarianship coursework.

To further clarify, I recognized that all five areas of this model are being addressed in the current course offerings. Inquiry-Directed Learning, Intellectual Freedom and Social Responsibility, Critical Literacy (in part through School Library Information Materials), and Technological Literacy match the components with Creativity and Representation and Basic Literacy incorporated throughout. When my program of studies is complete I will have been introduced to the very literacies that are recommended as the underpinnings of School Libraries 2.0. I am hoping that this firsthand experience will offer me further insights so that I can be a common bridge for both “new learners” and teachers.


Beginning the Process of Change

With an enhanced understanding of the “big picture” of School Libraries 2.0 swirling about my head, I revisited the Manifesto, in podcast form for the third time. The passion and the energy in Valenza’s voice sparked my enthusiasm to work towards mastering the 21st century competencies and to advocate for students in my school district. Time to "digest" the Manifesto combined with a perusal of the supporting articles from the online issue of School Libraries Worldwide, helped to restore my confidence and determine that I was already on the path to becoming the ideal of the 21st century school librarian and possessed knowledge worthy of sharing with others.

I was inspired to telephone a new School Board Trustee asking for the opportunity to chat with her about how Langley's teacher librarians can help students prepare for success in this new information age. My classmates offered me support, made suggestions and urged me forward when I shared my plans in the discussion forum. Several other teacher librarians and myself plan to meet trustees to share information about current conditions and discuss our vision for Langley libraries in the near future.

I am truly encouraged by the prospect of initiating this dialogue with our administration. With each new article in the July 2008 issue of School Libraries Worldwide, I come across quotes, informative videos and issues worthy of inclusion in an advocacy plan or as discussion topics with colleagues. Traditional views need to be re-examined against the values, identity and world of the Net Generation. Investigating the inclusion of popular culture, video games, social networking sites and iPods as features of the new library landscape are also worthy of dialogue as well as retooling learning approaches with greater appeal to the multi-modal nature of today’s learners. Fitting the different pieces together will help to achieve the library's future goals. Developing the knowledge, sharing with the people who will create this Learning 2.0 community and igniting the passion for change are the next challenges.