Using Social Media
for Teacher Librarian Professional Development
and Digital Literacy and Fluency
for Secondary Students:
Aligning A Research Agenda
with 21st-century Teaching and Learning
For San José State University School of Information Faculty
9 February 2015
Judi Moreillon, M.L.S., Ph.D.
Objectives
At the end of this presentation, you will have
information about my research stream:
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Applications to Best Practices in LIS Online
Education:
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Competencies-aligned LIS Education
Increasing Interactivity in the Online Learning
Environment
#txlchat Netnography
App Project
Possible Grant-funded Research Opportunity
Competencies Aligned LIS Education:
Digital Storytelling Based
on the Association for
Library Service to Children Competencies:
A Learning Activity to Promote Values
Associated with Social Justice
Created at Tagxedo.com
ALISE Conference 2015:
Mirrors and Window: Reflections on Social Justice and Library Science Education
http://judimoreillon.wikispaces.com/jm-alise-15
Access… a place to
begin the social justice
conversation…
Keywords and Phrases
from the ALSC Competencies
How does your
advocacy story relate
to the concept
of social justice?
Keywords and Phrases
from Students’ Responses
Word clouds created at Wordle.net
Competencies Aligned LIS Education:
“All teachers [librarians] are political,
whether they are conscious of it or not.
Their acts contribute to or challenge the
status quo in literacy education, in school,
and in society” (Shannon, 1992, p. 2).
Created at Tagxedo.com
Shannon, P. (Ed.). (1992). Becoming political: Readings and
writings in the politics of literacy education. Portsmouth,
NH: Heinemann.
Increasing Interactivity in the
Online Teaching Environment:
ApprenNet:
Video-enhanced
Online Learning
Experiences
TWU Teaching and Learning Symposium 2014
http://increasinginteractivity.wikispaces.com
Accepted Article forTechTrends – publication date May 2015
Increasing Interactivity in the
Online Teaching Environment:
“It was nice to have a change.”
“Yes, because it’s different [from the LMS discussion
board].”
“It was harder than the ‘regular’ discussion… As a
viewer I was much more interested than with the
usual discussion board postings.”
Increasing Interactivity in the
Online Teaching Environment:
“This tool gives [online] students a chance to
practice their speaking skills instead of always
focusing on their writing skills.”
“In a society where image and communication go
hand-in-hand, tools that allow us to refine our
personal communication styles and receive
feedback are important and useful.”
http://info.apprennet.com/all-voices-heard-all-ideas-considered/
Online Professional Development
for Teacher Librarians
Texas School Librarians’ Twitter-based Community of Practice:
A Netnographic Study of #txlchat:
http://tinyurl.com/txlchatjm
Online Professional Development
for Teacher Librarians
Netnography (Kozinets, 2010)
Data Sources:
Interviews with Innovators and Core Group
Conducted and Recorded in Blackboard Collaborate
Psychdata Survey Open to All #txlchat Participants
http://tinyurl.com/txlchatsurvey
Weebly Site: Archives and Additional Information/Resources
http://txlchat.weebly.com
Online Professional Development
for Teacher Librarians
App for Secondary School Students
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Narrative under construction
Production consideration talks have begun
Ownership issues to be addressed
The tool will be the basis for field tests
and research (after final production).
Pappas, C. (Ed.) (2014). How gamification reshapes
learning. eLearning Industry. Available from
http://elearningindustry.com
Future Grant-funded Research
Coteaching MOOC + Badging = Success
Premise: When teacher-librarians “see”
coteaching in practice, they will be more
likely to initiate and better able to sustain
instructional partnerships with classroom
teachers.
Future Grant-funded Research
Using a MOOC to Badge School Librarians
for Exemplary Practice in Coteaching
Badging Experience:
http://teksalign.pbworks.com
Future Grant-funded Research
SJSU iSchool MOOC Experience
Stephens, M. & Jones, K. M. L. (2014). MOOCs as
professional development platforms: Evaluating
and refining SJSU’s first not-for-credit MOOC.
Journal of Education for Library and Information
Science 55 (4): 345-361.
Future Grant-funded Research
Susan Hildreth Library 2.014 Presentation Institute of Museum and Library Services Blog
Digital Badging: An Opportunity for
Libraries and Museums (2014, March 19)
http://blog.imls.gov/?p=4691
“Participatory, Continuous, Connected: Top Trends from
Library 2.014” moderated by Dr. Michael Stephens
IMLS Priorities
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Grant search: “professional development”
163 since 1997
“MOOC” – none…
Professional development is a priority of
the teacher librarian profession.
Link for Additional Information
http://judimoreillon.wikispaces.com/sjsu_research_presentation
Judi Moreillon
info@storytrail.com
http://storytrail.com
@CactusWoman
buildingacultureofcollaboration@edublogs.org
References
Hildreth, S. (2014, Mar. 19). Digital badging: An opportunity for libraries and
museums. Retrieved from http://blog.imls.gov/?p=4691
Johnson, G. (2014). The ecology of interactive learning environments: Situating
traditional theory. Interactive Learning Environments, 22(3), 298-308.
Kozinets, R. V. (2010). Netnography: Doing ethnographic research online. Los
Angeles, CA: Sage.
Marzano, R. (2007). The art and science of teaching. Alexandria, VA: Association for
Supervision and Curriculum Development.
Moreillon, J. (2014, Nov. 17). All voices heard, all ideas considered. Retrieved from
http://info.apprennet.com/all-voices-heard-all-ideas-considered
Pappas, C. (Ed.) (2014). How gamification reshapes learning. eLearning Industry.
Available from http://elearningindustry.com
Shannon, P. (Ed.). (1992). Becoming political: Readings and writings in the politics
of literacy education. Portsmouth, NH: Heinemann.
Stephens, M. & Jones, K. M. L. (2014). MOOCs as professional development
platforms: Evaluating and refining SJSU’s first not-for-credit MOOC.”
Journal of Education for Library and Information Science, 55(4), 345-361.
Vygotsky, L. (1980). The mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity.
Cambridge, UK: Cambridge University Press.