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School Library Media School Library Media Graduate Students Graduate Students (ISP523L)(ISP523L)

• Graduate studentsGraduate students• NYSED Requirements (25 of the 100 required NYSED Requirements (25 of the 100 required

hours of field experience)hours of field experience)• NYS and ALA standardsNYS and ALA standards• Collaborate with K-12 partners (school library Collaborate with K-12 partners (school library

media specialists, teachers, & students) and IT media specialists, teachers, & students) and IT developersdevelopers

• Integrate theory and practice by developing a Integrate theory and practice by developing a multi-media curriculum project based upon multi-media curriculum project based upon users’ information and instructional needsusers’ information and instructional needs

• Understand the importance of ongoing Understand the importance of ongoing evaluation and assessmentevaluation and assessment

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Web Development Web Development Undergraduate Students Undergraduate Students (ISP361)(ISP361)

• Create web pages using an iterative Create web pages using an iterative approachapproach

• Work closely one on one with clientsWork closely one on one with clients• Understand users’ needsUnderstand users’ needs• Receive feedback from “real” usersReceive feedback from “real” users• Unique opportunity to learn in a Unique opportunity to learn in a

collaborative environment about user-collaborative environment about user-centered design  centered design  

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Traditional ApproachTraditional Approach

Dr. Stefl-Dr. Stefl-MabryMabry

Dr. Dr. PowersPowers

ISP 523LISP 523L

ISP 361ISP 361K-12 K-12

PartnersPartners

Curriculum Curriculum ProjectsProjects

Web Web ProjectsProjects

ISP 523LISP 523L ISP 361ISP 361

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Problem-Based Learning ApproachProblem-Based Learning Approach

Dr. Stefl-Dr. Stefl-MabryMabry

Dr. Dr. PowersPowers

ISP 523LISP 523L ISP 361ISP 361

K-12 K-12 PartnersPartners

Curriculum Curriculum Web Web

ProjectsProjects

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Conceptual FrameworkConceptual Framework•Problem-Based Learning (PBL) a teaching and Problem-Based Learning (PBL) a teaching and learning approach with roots in medical learning approach with roots in medical education at McMaster University, Hamilton, education at McMaster University, Hamilton, Canada (Zumbach, Kumpf, & Koch, 2004) Canada (Zumbach, Kumpf, & Koch, 2004)

– "PBL uses case-based learning in small "PBL uses case-based learning in small groups and is designed as a curriculum groups and is designed as a curriculum rather than just as a single lesson rather than just as a single lesson approach" (p.25).approach" (p.25).

•Contextual Inquiry designing products from a Contextual Inquiry designing products from a designer’s understanding of how people work, designer’s understanding of how people work, collecting data by observing people and their collecting data by observing people and their motivations and details to create a shared motivations and details to create a shared understanding of the data by researchers and understanding of the data by researchers and users (Beyer and Holtzblatt, 1999)users (Beyer and Holtzblatt, 1999)

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Conceptual FrameworkConceptual Framework ‘cont. ‘cont.• Cooperative Inquiry a design approach Cooperative Inquiry a design approach

involving multidisciplinary partnerships (Druin, involving multidisciplinary partnerships (Druin, 2002; 1999; Large, Beheshti, Nesset, and 2002; 1999; Large, Beheshti, Nesset, and Bowler, 2004). Bowler, 2004).

• Participatory Design defined by collaborative Participatory Design defined by collaborative team effort in all areas of the design process. team effort in all areas of the design process. Users are best qualified to determine their Users are best qualified to determine their work and work life (Large, Beheshti, Nesset, work and work life (Large, Beheshti, Nesset, and Bowler, 2004). and Bowler, 2004).

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The Importance of Learning The Importance of Learning “Connections“Connections””

Students who see the relationship Students who see the relationship between the tasks they do in between the tasks they do in school and what they do in life are school and what they do in life are likely to learn with a different likely to learn with a different intensityintensity (Abilbock, 2002, p. 2). (Abilbock, 2002, p. 2).

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Benefits of Benefits of Collaborative LearningCollaborative Learning

• Students practice what they need for the real-worldStudents practice what they need for the real-world• Create a learning network using collective social Create a learning network using collective social

capital (Noguera, 2003) capital (Noguera, 2003) • Students develop and design multimedia curricula in Students develop and design multimedia curricula in

response to users’ real needs (Bilal, 2000; 2002)response to users’ real needs (Bilal, 2000; 2002)• Students integrate technological, pedagogical, and Students integrate technological, pedagogical, and

methodological appropriate solution (s) across methodological appropriate solution (s) across disciplinesdisciplines

• Students build a multimedia curriculum project based Students build a multimedia curriculum project based upon continuous feedback from vested stakeholders upon continuous feedback from vested stakeholders (Druin, 2002; 1999; Large, Beheshti, Nesset, and (Druin, 2002; 1999; Large, Beheshti, Nesset, and Bowler, 2004; Fullan, 2005)Bowler, 2004; Fullan, 2005)

• University grows information professionals who are University grows information professionals who are “developmental leaders (system thinkers in action)” “developmental leaders (system thinkers in action)” (Fullan, 2005, p. 102). (Fullan, 2005, p. 102).

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Future...Future...

• We will continue to investigate how We will continue to investigate how collaboration can enhance teaching and collaboration can enhance teaching and learning environmentslearning environments

• Please visit the seven poster sessions Please visit the seven poster sessions and provide the presenters with and provide the presenters with feedback and suggestionsfeedback and suggestions

• Interested in participating? Please Interested in participating? Please contact us with curriculum needs and/or contact us with curriculum needs and/or questions – we’re putting together plans questions – we’re putting together plans for Fall 2005 now!for Fall 2005 now!

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Works CitedWorks CitedAbilbock, D. (2002). The politics of knowledge.Abilbock, D. (2002). The politics of knowledge. Knowledge Quest, Knowledge Quest,

Jan/Feb. 2002Jan/Feb. 2002..ALA/AASL Standards for Initial Programs for School Library Media, March ALA/AASL Standards for Initial Programs for School Library Media, March

2003, p. 4 2003, p. 4 http://www.ala.org/ala/aasl/aasleducation/schoollibrarymed/ala-aasl_http://www.ala.org/ala/aasl/aasleducation/schoollibrarymed/ala-aasl_slms2003.pdfslms2003.pdf date accessed November 21, 2004. date accessed November 21, 2004.

Beyer, H., & Holtzblatt, K. (1999). Contextual design. Beyer, H., & Holtzblatt, K. (1999). Contextual design. ACM InteractionsACM Interactions, , 6(1), 32-42.6(1), 32-42.

Bilal, D. (2000). Children’s use of the Yahooligans! Web search engine: Bilal, D. (2000). Children’s use of the Yahooligans! Web search engine: Cognitive, physical, and affective behaviors on fact-based search Cognitive, physical, and affective behaviors on fact-based search tasks. tasks. Journal of the American Society for Information ScienceJournal of the American Society for Information Science, 51(7), , 51(7), 646-665.646-665.

Bilal, D. (2002). Children design their interfaces for Web search engines: Bilal, D. (2002). Children design their interfaces for Web search engines: A participatory approach. A participatory approach. Proceedings of the 30th Annual conference Proceedings of the 30th Annual conference of the Canadian Association for Information Scienceof the Canadian Association for Information Science (pp. 204-214). (pp. 204-214). Toronto, Ontario: CAIS.Toronto, Ontario: CAIS.

Druin, A. (1999). Cooperative Inquiry: Developing new technologies for Druin, A. (1999). Cooperative Inquiry: Developing new technologies for children with children,. children with children,. Proceedings of CHI’99Proceedings of CHI’99 (pp.592-599). (pp.592-599). Pittsburgh, PA: ACM Press.Pittsburgh, PA: ACM Press.

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Druin, A. (2002). The role of children in the design of new technology. Druin, A. (2002). The role of children in the design of new technology. Behaviour and Information TechnologyBehaviour and Information Technology, 21(1): 1-25., 21(1): 1-25.

Eastwood, K. and Louis, K. 1992. Restructuring that lasts: Managing the Eastwood, K. and Louis, K. 1992. Restructuring that lasts: Managing the performance dip. performance dip. Journal of School LeadershipJournal of School Leadership, 2 (2)., 2 (2).

Fullan, M. (2005). Fullan, M. (2005). Leadership & Sustainability: Systems Thinkers in Leadership & Sustainability: Systems Thinkers in Action. Action. CA: Corwin Press.CA: Corwin Press.

Large, A., Beheshti, J., Nesset, V., & Bowler, L. (2004). Designing Web Large, A., Beheshti, J., Nesset, V., & Bowler, L. (2004). Designing Web portals in intergenerational teams: Two prototype portals for portals in intergenerational teams: Two prototype portals for elementary school students. elementary school students. Journal of the American Society for Journal of the American Society for Information Science and Technology, Information Science and Technology, 55(13): 1140-1154.55(13): 1140-1154.

Large, A., Beheshti, J., & Moukdad, H. (1999). Information seeking on the Large, A., Beheshti, J., & Moukdad, H. (1999). Information seeking on the Web: Navigational skills of grade-six primary school students. Web: Navigational skills of grade-six primary school students. Proceedings of the 62nd Annual Meeting of the American Society for Proceedings of the 62nd Annual Meeting of the American Society for Information ScienceInformation Science (pp. 84-97). Medford, NJ: Information Today. (pp. 84-97). Medford, NJ: Information Today.

Noguera, P.A. (1999). Transforming urban schools through investments Noguera, P.A. (1999). Transforming urban schools through investments in social capital. in social capital. Motion Magazine Motion Magazine May 20, 1999. May 20, 1999. http://www.inmotionmagazine.com/pncap3.htmlhttp://www.inmotionmagazine.com/pncap3.html Date retrieved Date retrieved December 6, 2004. December 6, 2004.

Zumbach, J., Kumpf, D., & Koch, S.C. (2004). Using Multimedia to Zumbach, J., Kumpf, D., & Koch, S.C. (2004). Using Multimedia to Enhance Problem-Based Learning in Elementary School. Enhance Problem-Based Learning in Elementary School. Information Information Technology in Childhood Education Annual Technology in Childhood Education Annual 25-37.25-37.

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School Library Media Specialists are effective teachers as well School Library Media Specialists are effective teachers as well as effective information professionals. The elements of as effective information professionals. The elements of collaboration, leadership, and technology are integral to collaboration, leadership, and technology are integral to every aspect of the school library media program and the every aspect of the school library media program and the School Library Media Specialist’s role (AASL, 1998). School Library Media Specialist’s role (AASL, 1998).

The creation of a collaborative environment has been The creation of a collaborative environment has been described as the “single most important factor” for successful described as the “single most important factor” for successful school improvement initiatives and “the first order of school improvement initiatives and “the first order of business in order to enhance the effectiveness of school business in order to enhance the effectiveness of school communities” (Eastwood and Louis, 1992, p. 212). communities” (Eastwood and Louis, 1992, p. 212).

In addition to school districts, previous course projects have In addition to school districts, previous course projects have engaged corporate, government, and non-profit partners to engaged corporate, government, and non-profit partners to ensure that students receive the cutting-edge skills that they ensure that students receive the cutting-edge skills that they can apply immediately in the marketplace. can apply immediately in the marketplace.

Information ProfessionalsInformation Professionals