Session 6: rm 102
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Courtney Werner
Session 2: relationship between readers and learners
Brenda, Hudson center, working with…I’m not really sure.
Melanie Morrison, library media specialist with Columbus city schools.
Every school should have a library media specialist, working with lots of media and research, from K-12 all the way, and YES YES YES we NEED this! Every school building should have a media librarian, and people and community changes quickly, and SO DO THE LIBRARIES, so we need the people in those libraries to really help these students.
Librarian/media specialist, term over the last 5 years, college degree and a masters, have to take all the courses the classroom teachers need to take, and then the media and audio visual training and then a masters in technology. MILS.
Pam, Jeff, Nancy. Me and Jess.
Professional development, every quarter there are classes open to them.
Nancy outreaches to the high schools and middle schools. Hire grad students to do that work with her.
Teachers workshops at northgate was where Nancy first started.
Melanie: teaching and literacy, it’s difficult to get it, when you have 3500 teachers and need to get teachers on the same page with best practices. Professional development 3 days per year. Trying to get the schools on the same page, some are passing proficiencies and having their readers, looking closely at teaching and literacy. Looking at it personally, on a personal level, of third of them are working on it to get the other 2/3 of teachers up to speed. Relationships, rigor, relevancy. Relationships with children, how are you doing this, are you making it important to them. You realize it’s all being done differently with all of these other teachers. So when you have teachers with best practices, then the students are passing the proficiencies.
Jeff: how do you work to identify learning needs of teachers? Based on test scores? And/or teachers identify learning and development goals that they have for selves
Melaine: example, large pop of English as second lang. worked with ESL teacher, her 8th grade got 6% higher than entire district in reading scores. Should be asking her, Cathy, how do you do that? Using textbooks that are actually useful, competency and fluency in reading, writing, and thinking. Teachers should be emmersed in learning best practices for those three days.
Melanie: Best practices, same kinds of best practices that I’m thinking about, getting into rigor and knowing about that sorts of things, so it is about about about the fact of being exposed to how other students change and learn. Awareness and being a reflective practitioner
What the real deal is between the
Teaching Problem Students by Jere Brophy
Issues Impacting Teacher Learning and Devel
Motivation
Knowing Multiple Intelligence Theory
Knowing personality theory
Learner Styles
Flexibility
Assessment does not = Grades
No mechanically teaching the test
Distance that exists between teachers and students
Culturally relevant teaching and how should it be done or tailored
Teaching as a human relationship
Things that inhibit student learning
Teacher monopolizing the classroom
Drill, drill, drill (drill and kill)
IRE [less teacher talk, more student talk]
Bad/rude/uncaring teachers
Trust
No opportunities for reflection
relevance
What change in mindset of teachers will enhance learning?
Desire to consider a mindset change.
Think of every environment as a pilot project.
Trust/safety
Getting rid of tenure. What does this do for our ability to teach and teach well
Showing ppl what the career opportunities are that these students can have access to.
Teachers who have been around reinvesting in the new stuff, recognizing the changes and buying in to them.
The invention of hugo gabare
The Best of the Brownies from the brownies book w. d. dubois came up with journal of African Americans and compilation of that from back in the day.
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synthesizing everything in terms of making a “white paper”
Dickie Selfe will be the broker ? somethings will be missed. Maybe take a look and see what we think are the take aways here.
What are we going to do with our conversations here?
He’ll send us a form via email that is anonymous form and spaces for us to give sense of what we’ll do next and what we found valuable.
Now, our session, is about creating an ohio wide research consortium.
Hoping to find some participatory research action that will be useful to ppl across ohio. Coordinated such that we could aggregate whatever we think of as data from those experiences. Why is this important. those are our two commitments, they might be overly ambitious, but they might not be.
Open up the topic of the title. Are methodologies and resources rich enough to incite progress. The DALN is a methodology and a resource ?
How can we promote things that will work well for us.
Ways we can work on the margins of something. There is capacity for other people to tap into about recreating it.
Resource of value to communities (hopefully), and we could use it for research or for our communities.
What other methodologies are rich enough for us to utilize?
Building in to a kind of project. The thing you’re asking ppl to do around Ohio has to be open enough and compelling enough for them that they need to be excited about it and invested in it. We cannot impose this on somebody, especially because we have no money to do that. Has to appeal to people broadly, but it also has to be useful to us. changing literacies in a difficult economic age/in this coming decade or so. Can’t be too onerus, and it needs to be compelling.
Going back to the idea of meetings. Sitting in on meetings, probably shorter than this one. We should have more meetings—a couple hours. Tried to get ppl from the literacy initiatives to come, but when it came down to it, it was a whole day and they didn’t have it. Meetings is one way to do it, and meetings with diverse participants. That’s what’s difficult. Going to the meetings that they are ALREADY HAVING. But finding champions. Ppl who are going to be champions for the project. Convince Strickland that there’s something of value to the state. Enlist champions who can leverage resources and enlist interest. How can we involve them.
Posing questions to learders—what kind of information don’t they have? What kind don’t they have that might influence policy? What do they sit around and think about there or talk about that. So maybe we need to listen in on THEIR business meetings—if only we could.
What about collecting narratives that aren’t about literacy? For example, teacher narratives—the need for teaching to certain things, not teaching to certain things, best practices, etc.
On one page, what are the main things we talked about, what do you need to know, and what don’t you know about these issues? What’s most interesting to you, what would be most compelling.
Concerned by political discourse of the recession as being tied to issues of STEM, that STEM is the solution to these issues. Some white paper should play up our role in helping state readers, national leaders, that we need to define literacy MUCH more broadly. The digital humanities have a role to play in how we define these. STEM isn’t the end all be all, but what about functional, critical, rhetorical, digital literacies?
It’s rare to get all of these levels of education. There’s not a lot of groups like the one we’re in on today.
Have to take all these learning environments into account that we hadn’t thought of before, so trying to see literacy across levels of education as well as within the community (which is often left out of the loop)
Really need to have a serious conversation with EXTENSION and work with the extension people to find out what the role of literacy is in these other initiatives and projects that they have, the self-idnetified needs, might be possible to leverage extension to do some of these things to get at the literacy issues in the state of Ohio to go ask for pilot start of resources from university and state, etc. also, same thing with community literacy groups.
Would like to do this in northeast ohio. Having a lot of colleagues that we didn’t even know were there, and the community colleges in our area have a different type of community. Dunno what kind of resources we have to put on such an unconf, etc, but we’d really really like to do this one. How do we get professionals to come?
Asking authors to invite someone outside of the discipline as a coauthor. Asking from outside academic settings, listing and getting just our neighbors and community members involved. How about communities looking into classrooms, and having a perspective from classroom perspectives and realities in the classrooms. Bridge the gap between teachers and students. The whole classroom level. As the content. As part of the discussion.
Maybe we should do this. The travel thing is an issue. There’s a movement of ppl doing unconferences, and talking about how they get funded and do it cheap, so maybe we should do this. Public library meeting rooms, we could use those.