Embedded Librarianship

2011 ◽  
pp. 237-253
Author(s):  
Buffy J. Hamilton
Keyword(s):  
High School ◽  
Learning Environment ◽  
Information Sources ◽  
Learning Experiences ◽  
English Teacher ◽  
Learning Networks ◽  
Composition Students ◽  
Personal Learning ◽  
Participatory Literacy

This case study chronicles the learning experiences of 10th grade Honors Literature/Composition students who participated in a 2009-10 learning initiative, Media 21, at Creekview High School. This program, spearheaded by school librarian Buffy Hamilton and English teacher Susan Lester, provided students a learning environment facilitated by both Hamilton and Lester in which Hamilton was “embedded” as an instructor. Media 21, rooted in connectivism, inquiry, and participatory literacy, emphasized students creating their own research “dashboards” and portals, the creation of personal learning networks to help students engage in their learning experiences, and to evaluate a diverse offering of information sources more critically.

Embedded Librarianship

2013 ◽  
pp. 1538-1554
Author(s):  
Buffy J. Hamilton
Keyword(s):  
High School ◽  
Learning Environment ◽  
Information Sources ◽  
Learning Experiences ◽  
English Teacher ◽  
Learning Networks ◽  
Composition Students ◽  
Personal Learning ◽  
Participatory Literacy

This case study chronicles the learning experiences of 10th grade Honors Literature/Composition students who participated in a 2009-10 learning initiative, Media 21, at Creekview High School. This program, spearheaded by school librarian Buffy Hamilton and English teacher Susan Lester, provided students a learning environment facilitated by both Hamilton and Lester in which Hamilton was “embedded” as an instructor. Media 21, rooted in connectivism, inquiry, and participatory literacy, emphasized students creating their own research “dashboards” and portals, the creation of personal learning networks to help students engage in their learning experiences, and to evaluate a diverse offering of information sources more critically.

Making it Rich and Personal

2012 ◽  
pp. 177-192
Author(s):  
Su White ◽  
Hugh C. Davis
Keyword(s):  
Learning Environment ◽  
Academic Community ◽  
Technology Infrastructure ◽  
Learning And Teaching ◽  
Personal Learning ◽  
Institutional Processes ◽  
Personal Learning Environment ◽  
Use Of Technology ◽  
Collective Commitment

Many of the communities interested in learning and teaching technologies within higher education now accept the view that a conception of personal learning environments provides the most realistic and workable perspective of learners’ interactions with and use of technology. This view may not be reflected in the behaviour of those parts of a university which normally purchase and deploy technology infrastructure. These departments or services are slow to change because they are typically, and understandably, risk-averse, the more so because the consequences of expensive decisions about infrastructure will stay with the organisation for many years. Furthermore across the broader (less technically or educationally informed) academic community, the awareness of and familiarity with technologies in support of learning may be varied. In this context, work to innovate the learning environment will require considerable team effort and collective commitment. This paper presents a case study account of institutional processes harnessed to establish a universal personal learning environment fit for the 21st century.

Creating Authentic Learning Through Online Personal Learning Networks

2021 ◽  
Vol 11 (2) ◽  
pp. 31-47
Author(s):  
Erin Gratz ◽  
Bettyjo Bouchey ◽  
Megan Kohler ◽  
Monica L. Simonsen ◽  
Jessica L. Knott
Keyword(s):  
Online Education ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Peer Learning ◽  
Thinking Skills ◽  
Peer To Peer ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Personal Learning ◽  
Authentic Learning Experiences

As educators face challenges in creating and cultivating authentic learning experiences in online education, a new paradigm for peer-to-peer learning has emerged: personal learning networks (PLNs). This article outlines autoethnographic research conducted in summer 2019, in which six participants from distinct virtual PLNs reflected on the benefits of PLNs as a model of peer-to-peer learning, how their experiences within PLNs aligned with Rule's themes of authentic learning and ways PLNs can be incorporated into online programming to create deep, authentic learning environments. The study findings align with the core principles of authentic learning: (a) real-world scenarios, (b) inquiry and thinking skills, (c) discourse with the community, and (d) empowerment. The study makes a strong case for the incorporation of PLNs into traditional online programming as a means to create unique and authentic learning experiences.

scholarly journals EXPLORING THE TEACHING AND LEARNING BELIEF OF AN INDONESIAN ENGLISH TEACHER

2020 ◽  
Vol 8 (1) ◽  
pp. 29
Author(s):  
Marham Jupri Hadi
Keyword(s):  
Teaching And Learning ◽  
Learning Experiences ◽  
Deep Understanding ◽  
English Teacher ◽  
Negative Feeling ◽  
Motivation To Learn ◽  
Internal Motivation ◽  
Depth Interviews ◽  
Previous Learning

The present study investigated an English teacher’s belief regarding the best strategies to learn and teach English. A case study was employed as it explored a case (an English teacher) in depth. In-depth interviews were carried to gain deep understanding about the participant’s belief. This study reveals that he has been learning English for roughly ten years and his motivation changed from being forced to learn English (external) to having internal motivation. He believed that quality teacher affects his motivation to learn English. Concerning his personal theory about best way to learn English, he argues that there is no any best way to learn English. Instead, he believes that there are other effective approaches fitting different learning purposes. For him, the key feature to learn and teach English in his context is exposure to the language. He also believes that doing some changes like how he evaluates the learner’s skill can reduce the students’ negative feeling. He admits that these preferences as the reflection of this previous learning experiences form all his experiences in learning.

scholarly journals TYPES, PURPOSE, AND STRATEGIES OF TEACHER’S QUESTIONS IN INDONESIAN EFL CLASSROOM OF JUNIOR HIGH SCHOOL IN BALI

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
AAGY Paramartha ◽  
NMS Ramawati ◽  
PED Suputra
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Junior High ◽  
Video Recording ◽  
English Teacher ◽  
Seventh Grade ◽  
The Subject

This study was a case study which aimed to analyze the types of questions used by an English teacher, the purposes of questions asked by the teacher, and the strategy used to cope with non-responded questions. The subject of this study was an English teacher who taught seventh grade students at SMPN 1 Singaraja which is located in Singaraja, Buleleng regency, Bali, Indonesia. The data were collected through observation, interview, and video recording. The result of the analysis showed that from 241 questions, the teacher more frequently asked convergent, closed, and display questions rather than divergent, open, and referential questions. Procedural questions were also found. The teacher’s questions served several purposes such as to check students’ knowledge and understanding, to attract students’ activeness, to develop students’ interest and curiosity, and to stimulate students in stating information. It was also found that the teacher used seven strategies to cope with non-responded questions. This study suggested the teacher to balance the number of convergent, closed, and display with divergent, open, and referential questions to be used during teaching and learning process. In addition, the teacher should know more about the strategies for non-responded questions and the proper way to use those strategies to make the teaching and learning process runs smoothly.

An Enquiry into the use of Technology and Student Voice in Citizenship Education in the K-12 Classroom

2013 ◽  
pp. 228-249
Author(s):  
Venus Olla
Keyword(s):  
High School ◽  
Student Learning ◽  
Student Voice ◽  
Citizenship Education ◽  
School Setting ◽  
Learning Experiences ◽  
Use Of Technology ◽  
K 12 ◽  
High School Setting

This chapter describes a case study conducted in a high school setting. A students as researchers’ approach is used to explore the use of technology in the citizenship education classroom. The case study demonstrates how starting student learning from the perspectives of the multicultural backgrounds of the students and using technology can greatly enhance the learning experiences of the students within the citizenship education classroom.

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