Course Five, you’re making me queasy.
Photo by Flickr user cutglassdecanter under CC BY-SA 2.0
There are so many things that are awesome about being a librarian (I have a huge “classroom”; I get to spend thousands of dollars on books; I help kids and teachers find stuff of all kinds; I work with EVERYONE!) but this is the first time I’ve thought, “I wish I was still a classroom teacher”.
Course 5 would be easier if I had complete control over my own classroom and units and could just decide what I’m going to do and when. However, one of the other “best things” about being a librarian is that we are the ultimate collaborator. Therefore, the biggest roadblock I’m going to face in Course 5 is find someone who willing to commit to a collaboration that is just as important to my learning as it is to the students’ learning.
On a more positive note, if I can get someone to jump on this train with me, Course 5 can be pretty exciting. After my exploration of the Course 5 examples, I am reflecting on the importance of this unit redesign not just being about one tool but being about leveraging technology to truly transform the way students are learning. The most effective sample Course Five projects I saw did this through the use of multiple tools, like Bringing Life to Poetry and Enhancing Book Clubs.
Techno-Gamifying LIS Reads – LIS Lê
LIS Reads is my biggest initiative right now, and the first three and a half months were an interesting journey. You can learn more about it on our library blog and in my previous COETAIL posts: A #ChooseKind MashUp and Coming to a Screen Near You: LIS Reads – LIS Le. Some aspects have been fantastic! Sometimes it’s felt a little lackluster. The first month I had an activity in the library once a week. In October and November I traveled quite a bit (professionally and personally) and I wasn’t able to host as many activities. I would like to see if the use of technology can take some of the pressure off of my physical presence to make things happen.
Photo Credit: susivinh via Compfight cc
As I posted earlier, I think I can leverage our house system to use gamification and reading to enhance the impact of LIS Reads throughout the school. Also, my last LIS Reads celebration of the year was tied to the monthly book selections, but it moved beyond into reading in general because the break was coming and I wanted to encourage any kind of reading over the break, not just LIS Reads books. Here are a few things I am pondering:
- Author Visits via Skype (I was quite impressed by the Skype-a-Creator project Madeline Cox did for Course 5. At first glance, it seems simple: have some experts Skype in. After looking more closely at her unit, it’s such a powerful example of completely changing a study in multiple ways.)
- Virtual Book Club discussion using Google Hangout
- LIS Reads – LIS Lê tumblr to submit Quotetastic Friday style quotes from the montly books
- Sharing related quotes and thoughts on Twitter with #lisreads
- Use WattPad to encourage fan-fiction pieces related to our LIS Reads – LIS Lê texts
- Have Battle of the Books style competitions between the houses on the books at the end of the year
- Vine Reviews of Books
Of course, a challenge of doing this through the reading program instead of through a classroom unit is that I don’t have the same students all the time. Also, I will need to work pretty hard to ensure continuity and connection between all of these activities so that it doesn’t just become a series of unrelated tech activities. Students would end up working on a variety of skills depending on the tools they use and the activities they engage in. Obviously this idea is still in the percolating phase, but I think it has potential if I plan it out well. LIS Reads – LIS Lê won’t kick back into high gear until February, so I’ll have some wiggle room when I get back. In the end, I want to connect students beyond the walls of LIS, strengthen the ties to our community through our house system, and have students think about reading as more than just the act of moving from left to right and top to bottom (depending on your language and culture of course!).
Making it happen with Minecraft
Minecraft! So excited about it! We’ve got MinecraftEDU on 25 of our library computers, we’ve got enthusiastic teachers, and we’ve got students who are chomping at the bit to use it. Rebekah Madrid’s post on 7th Graders (and one teacher) learning with Minecraft (as well as her offer to share her Build a City project resources with me- Rebekah, I accept!) has me pumped up to give this a try.
Photo by Wikimedia Commons contributor Adam J.W.C. under CC BY-SA 2.5
Our lower MYP humanities students study cities and dwellings and in the past they designed an ideal city on paper for their final product: BORING! We wanted to give designing their ideal city in Minecraft a try last year, but it just didn’t come together in time. I know that this year’s Year 8 team is up for it, but this unit also traditionally takes place near the end of the school year. This won’t fit into our COETAIL timeline, but I noticed in Alex Gunther’s Minecraft Mania video reflection that his students hadn’t completed their unit by the COETAIL deadline either.
If I can get past the timing issue, I think this idea has the most potential because I will get to work closely with other teachers, there are clear models of other schools using this tool, and it fits well into the COETAIL course 5 format and requirements. My students will learn to use a tool many of them enjoy in a different way; I’ll need to give up control in the sense that I am not as skilled with Minecraft as many of my students. I am particularly pleased about the potential for focusing on collaboration and communication skills like the ones that came up in Alex’s Minecraft Mania video reflection.
Minecraft Teacher avatar by deviantART user CoreFire1528 under CC BY-NC-ND 3.0
Also, there’s a growing community of LIS teachers who are very interested in using Minecraft in their classrooms. As the librarian, I could potentially lead this as a professional learning opportunity and document the learning process of teachers as well as students.
On the back, back burner
- Professional Learning: I’m on our professional learning team, and the whole reason I joined was to work on growing the PLNs of our faculty. If I want to go from the angle of librarian as professional learning leader, there’s a lot of opportunity for a Course 5 project here… if I can get teachers on board!
- Tech Tuesday: I’m thinking about flipped classrooms and teachers and educational technology. Tech Tuesday is great. It’s also exhausting. I tried alternating Tuesdays, but that wasn’t as successful as I’d hoped. I wonder if I can conduct some kind of Tech Tuesday renovation by redefining it through the use of instead of just the study and sharing of technology…
Image by deviantART user Karen Bloodstone under CC BY-ND 3.0
- World Poetry Day & March LIS Reads: Perhaps instead of attacking all of LIS Reads – LIS Lê, I should focus in on one month and transform it through technology. World Poetry Day is March 21st, and our LIS Reads – LIS Lê books are all in verse for the month of March. Bringing Life to Poetry got me inspired, and I think I might be able to be more effective if I addressed one month as a “redefined unit” instead of trying to work on my COETAIL project from February to June.
The thing is,educational technology has been impacting how I teach and, I hope, how my students learn ever since leaving library school. The key to a successful Course 5 project for me will be growing beyond tool by tool integration into true, long-term transformation. I am looking forward to having the next month to ponder where I want to buckle down and make something awesome happen.