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School Library Media
Graduate Students (ISP523L)
• Graduate students
• NYSED Requirements (25 of the 100 required
hours of field experience)
• NYS and ALA standards
• Collaborate with K-12 partners (school library
media specialists, teachers, & students) and IT
developers
• Integrate theory and practice by developing a
multi-media curriculum project based upon
users’ information and instructional needs
• Understand the importance of ongoing
evaluation and assessment
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Web Development
Undergraduate Students
(ISP361)
• Create web pages using an iterative
approach
• Work closely one on one with clients
• Understand users’ needs
• Receive feedback from “real” users
• Unique opportunity to learn in a
collaborative environment about usercentered design
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ISP 523L
Traditional Approach
Dr.
Powers
Dr. SteflMabry
ISP 523L
Web
Projects
Curriculum
Projects
K-12
Partners
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ISP 361
Stefl-Mabry/Powers
ISP 361
Problem-Based Learning Approach
Dr. SteflMabry
Dr.
Powers
Curriculum
Web
Projects
ISP 361
ISP 523L
K-12
Partners
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Conceptual Framework
•Problem-Based Learning (PBL) a teaching and
learning approach with roots in medical
education at McMaster University, Hamilton,
Canada (Zumbach, Kumpf, & Koch, 2004)
– "PBL uses case-based learning in small
groups and is designed as a curriculum
rather than just as a single lesson
approach" (p.25).
•Contextual Inquiry designing products from a
designer’s understanding of how people work,
collecting data by observing people and their
motivations and details to create a shared
understanding of the data by researchers and
users (Beyer and Holtzblatt, 1999)
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Conceptual Framework ‘cont.
• Cooperative Inquiry a design approach
involving multidisciplinary partnerships (Druin,
2002; 1999; Large, Beheshti, Nesset, and
Bowler, 2004).
• Participatory Design defined by collaborative
team effort in all areas of the design process.
Users are best qualified to determine their
work and work life (Large, Beheshti, Nesset,
and Bowler, 2004).
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The Importance of Learning
“Connections”
Students who see the relationship
between the tasks they do in
school and what they do in life are
likely to learn with a different
intensity (Abilbock, 2002, p. 2).
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Benefits of
Collaborative Learning
• Students practice what they need for the real-world
• Create a learning network using collective social
capital (Noguera, 2003)
• Students develop and design multimedia curricula in
response to users’ real needs (Bilal, 2000; 2002)
• Students integrate technological, pedagogical, and
methodological appropriate solution (s) across
disciplines
• Students build a multimedia curriculum project
based upon continuous feedback from vested
stakeholders (Druin, 2002; 1999; Large, Beheshti,
Nesset, and Bowler, 2004; Fullan, 2005)
• University grows information professionals who are
“developmental leaders (system thinkers in action)”
(Fullan,
2005, p. 102).
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Future...
• We will continue to investigate how
collaboration can enhance teaching and
learning environments
• Please visit the seven poster sessions
and provide the presenters with
feedback and suggestions
• Interested in participating? Please
contact us with curriculum needs and/or
questions – we’re putting together
plans for Fall 2005 now!
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Works Cited
Abilbock, D. (2002). The politics of knowledge. Knowledge Quest,
Jan/Feb. 2002.
ALA/AASL Standards for Initial Programs for School Library Media,
March 2003, p. 4
http://www.ala.org/ala/aasl/aasleducation/schoollibrarymed/ala
-aasl_slms2003.pdf date accessed November 21, 2004.
Beyer, H., & Holtzblatt, K. (1999). Contextual design. ACM Interactions,
6(1), 32-42.
Bilal, D. (2000). Children’s use of the Yahooligans! Web search engine:
Cognitive, physical, and affective behaviors on fact-based search
tasks. Journal of the American Society for Information Science,
51(7), 646-665.
Bilal, D. (2002). Children design their interfaces for Web search
engines: A participatory approach. Proceedings of the 30th Annual
conference of the Canadian Association for Information Science (pp.
204-214). Toronto, Ontario: CAIS.
Druin, A. (1999). Cooperative Inquiry: Developing new technologies for
children with children,. Proceedings of CHI’99 (pp.592-599).
Pittsburgh, PA: ACM Press.
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Druin, A. (2002). The role of children in the design of new technology.
Behaviour and Information Technology, 21(1): 1-25.
Eastwood, K. and Louis, K. 1992. Restructuring that lasts: Managing the
performance dip. Journal of School Leadership, 2 (2).
Fullan, M. (2005). Leadership & Sustainability: Systems Thinkers in
Action. CA: Corwin Press.
Large, A., Beheshti, J., Nesset, V., & Bowler, L. (2004). Designing Web
portals in intergenerational teams: Two prototype portals for
elementary school students. Journal of the American Society for
Information Science and Technology, 55(13): 1140-1154.
Large, A., Beheshti, J., & Moukdad, H. (1999). Information seeking on
the Web: Navigational skills of grade-six primary school students.
Proceedings of the 62nd Annual Meeting of the American Society for
Information Science (pp. 84-97). Medford, NJ: Information Today.
Noguera, P.A. (1999). Transforming urban schools through investments
in social capital. Motion Magazine May 20, 1999.
http://www.inmotionmagazine.com/pncap3.html Date retrieved
December 6, 2004.
Zumbach, J., Kumpf, D., & Koch, S.C. (2004). Using Multimedia to
Enhance Problem-Based Learning in Elementary School. Information
Technology in Childhood Education Annual 25-37.
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Information Professionals
School Library Media Specialists are effective teachers as well
as effective information professionals. The elements of
collaboration, leadership, and technology are integral to
every aspect of the school library media program and the
School Library Media Specialist’s role (AASL, 1998).
The creation of a collaborative environment has been
described as the “single most important factor” for successful
school improvement initiatives and “the first order of
business in order to enhance the effectiveness of school
communities” (Eastwood and Louis, 1992, p. 212).
In addition to school districts, previous course projects have
engaged corporate, government, and non-profit partners to
ensure that students receive the cutting-edge skills that they
can apply immediately in the marketplace.
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