LIB.705.Assignment.Technology+Standards

Assignment – Standards and Discussion CSLA 4.3 Orients student s to the purposes, organization, procedures and use of the library. AASL 1 Learners use skills, resources and tools to inquire, think critically and gain knowledge. 1.1.6 Read, view and listen for information presented in any format (e.g. textual   visual, media, and digital) in order to make inferences and gather meaning. CDE Career Ed    4.0 Students know how to use contemporary and emerging technological resources in diverse and changing personal community and workplace environment. 4.1 Understands past, present and future technological resources in diverse and changing personal community and workplace environment. ISTE International Society for Technology in Education NETS.T 2. Teachers design, develop and evaluate authentic learning experiences incorporating contemporary tools and resources to maximize content learning in context and to   develop the knowledge, skills, and attitudes identified in the NETSs, Teachers: 2.a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. CSLA 4.3 Orients student s to the purposes, organization, procedures and use of the library. This standard is the library orientation often provided at the beginning of a student’s initial school year at the public student institution. Library research skills for many entering students lack the general information of how to locate materials for research and how to location fictional reading materials. Most students’ repertoire of research consists of Wikipedia and Google searches. Exercising dissemination of this standard, it is hoped the following skills will be taught and student empowerment can accomplished for each student researcher: 1.Locate materials for research and know how to locate fiction and non-fiction reading material using an online card catalog, by learning to identify different call numbers for the Dewey Decimal system from a library collection which is incorporated into a library orientation, to empower the students to find materials on their own. 2. Check out reading material, whether it be pleasure reading or books for research, using the on-line card catalog. 3. Utilize academic databases and develop an “ at ease” to access on-line resources. As these above processes are introduced and practiced, these young researchers will develop an ease in researching needed articles for one’s own topic of interest. AASL 1 Learners use skills, resources and tools to inquire, think critically and gain knowledge. 1.1.6 Read, view and listen for information presented in any format (e.g. textual   visual, media, and digital) in order to make inferences and gather meaning. Students need to be able to utilize print and digital data, whether it be fiction, non-fiction, reference, print or digital, to gather such sources, read these sources, ie. textual, visual, media, or audio, then analyze data, regarding a focus, topic, and/or hypothesis. With practice collecting data, the student can then view sources for similarity of information. With validation of data’s truth, the students experience, one can learn what is consistency, validated data collected. The student can then begin to “make inferences, ” make statements of truth regarding said data collected. As summarizing skills evolve, so can cause/effect, inference, evaluation, and qualitative hypothesis development, thus critical thinking skills can potentially become part of a student’s tool belt of learning strategies. CDE Career Ed    4.0 Students know how to use contemporary and emerging technological resources in diverse and changing personal community and workplace environment. 4.1 Understands past, present and future technological resources in diverse and changing personal community and workplace environment. Students have to be able to be familiar with current and evolving technology resources in the discipline of interest and in their prospective workplace environment to be able to be a competitive employable prospect. The special discipline of interest, whatever focus the individual has an interest, needs to know not only current practices, but should have an understanding of past besides current and future technological resources to be able to discriminate what tools have been effective in the past and what may be viewed as innovative, may actually by a current practice tweaked as innovative with an effective/ineffective past practice. Example, with culinary arts practices, though in vogue, these practices may be researched in cultural based culinary books, where supplemental information can be incorporated, if such “in depth” research is provided. ISTE International Society for Technology in Education NETS.T 2. Teachers design, develop and evaluate authentic learning experiences incorporating contemporary tools and resources to maximize content learning in context and to   develop the knowledge, skills, and attitudes identified in the NETSs, Teachers: 2.a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. The opportunity to provide a bibliography of research print and digital resources, for students to investigate a hypothesis, is a process which can /would promote student learning and evolving creativity. To be able to provide links, resources, to gather information so creativity can evolve as an outcome for every learner entering the library media center, is what every teacher that is a librarian, has as a desired outcome. So that this outcome can be nurtured, collaboration needs to be preplanned, designed and organized. With this an increasing procedure, timeliness for researching and developing “in-depth” analysis of data collected can occur, thus more reflective, creative hypotheses and/or thesis, a higher level of critical thinking can occur.