Deakers,+Lynne


 * Session 4 Deliverable #2**

As librarian for a K-8 private school with about 650 students, I spend a good deal of my time book talking one-on-one with students. Some of them are avid readers and always asking for a good book. So I decided to try out my blogging skills by creating the Dolphin Book Nook blog. (We live near the ocean in Huntington Beach and the dolphin is our mascot.) I hope to use this blog to introduce book titles, create some discussion on the books and solicit other recommendations from students. I want to create categories so they can become familiar with the idea of genres and also add good author web links as we discover them. If a classroom is doing a novel in literature circles or as a class read I will put it up on the blog and encourage the teachers to view it and show the students how to comment. They might even require a guided comment from each student as part of the class assignment, or have each group talk about a certain aspect of the book. This will be first exposure to blogging for many of our teachers and I hope to set an example for them to see how the blog works and how easy it is do initiate one.

Potential Trials We are conducting a small summer school and summer reading program so I hope to have this up soon and get some feedback from students during the summer before I launch it full force in September. .
 * Summer school classes all come to the library daily and they are small so I will show them what it is and how to comment and make the computers available for them to try it out.
 * I am going to create a format and have each student type up a book review and then I can help them edit and show them how I will post it. At this point it is too complicated to get into inviting them to be authors posting directly to the blog’
 * I will invite my library assistant who is an avid reader of children’s books to post directly to the blog as an “author”.
 * I will collaborate with 5th grade teacher (who I know is open to this new idea) in summer session (10 students). They are reading Dear Mr. Henshaw as a class novel. During the last week of summer session we can have each of the students post a comment on the book given guidelines from the teacher


 * Potential tests**
 * When fall semester begins I will collaborate with a teacher to make this blog part of a classroom novel unit (38 students!) and we will delineate the expectations of student participation.
 * Want to try and link posts about certain books to our online catalog using local mark tag?


 * Potential missteps**
 * Too hard to keep up
 * What about the only 100 readers rule at blogspot? This would be a problem for me because I have so many students.
 * I thought I should use edublog but I did not like the design options as well and do not have time yet to customize my own


 * Potential successes**
 * I am hoping kids will think it is cool to see their comments up on the web
 * Students love recommending their favorite book to friends so I don’t think participation will be a problem
 * Students can research and recommend author websites
 * Students will learn more about genres
 * Students will learn about educational blogging

I am proposing to implement a “wiki” (derived from the Hawaiian word for "quick") to facilitate the further development of our school Technology Site Plan here at Sts. Simon & Jude School. A wiki is a website that allows participants, in this case faculty, to create, view, discuss, and edit documents online. Each participant needs a computer with Internet access. I would mount the document in its present form to the web site __ssjtechplan.wikispaces.com__. I chose this wiki software because it is easy to use and I am familiar with the format since my recent class on Blogs and Wikis for education used this format. I would create separate pages for each section of the document. These sections will be designated in the left side bar. By clicking on the section name you will open that page. Each page is updated separately. There is a discussion tab on each page for conversation about the page. There is a history tab for each page which documents the changes, who made them and when they were made. We can always revert back to an earlier version if the changes made are not acceptable. Only invited members can edit these pages. Anyone can view our work in progress. The use of this web space is free. Use of this Web 2.0 technology will facilitate our working on this plan which is due to be submitted to the Diocese in December 2008. If this works for us it could be a model for the WASC accreditation work we will be taking on in the next school year. This is just one type of wiki. Once the faculty see how easy it is to use wikis they will most likely come up with other ways to use wikis in their classrooms with students. Wikis could be developed by each classroom teacher for their classroom webpage to keep parents and students informed about classroom learning, homework, show off student work, etc. Research has shown that a wiki is a cost-effective, collaborative, easily adopted knowledge management too. (3) People with very limited technology skills can be taught to use a wiki in less than one hour. Once our teachers have practiced with this wiki as a tool for collaboration and learning, I am hoping they will want to try it out in their classroom. There is a growing body of evidence that Web 2.0 tools such as wikis and blogs can facilitate learning. http://pedagogytools.pbwiki.com/Blogs-and-Pedagogy. Students who use wikis and blogs at school are engaged in authentic learning. They are taught how to collaborate in meaningful ways. They write to a global audience and hopefully get feedback. Here is a link to a video presentation from a recent K-12Online conference that explains what wikis are and how they can be used effectively in with students. http://k12online.wm.edu/k12wikipresentation_highres.wmv. Here is an example of a classroom blog http://roomtwelve.com/?afec7ed0 where the teacher communicates with the students and they can comment and he links to each of their own blogs where they do their creative writing during the year. Their blogs are created within his blog space, viewed by him with comments sent back to students before the post. The administrator can totally control whether these blogs and wikis are private or public and who can edit them. One concern about wikis in general is most are open for public comment and editing. Initially, there were concerns that wikis, like Wikipedia, could be easily vandalized since anyone can edit a page but research has shown that the community behind a wikis develops a strong sense of purpose and they create their own “watch dog” system to keep the wiki accurate. If someone were to make a change that is blatant, someone else is right there to change it back. Research has found this strongly discourages website “vandals” ([|http://webjunction.org/do/DisplayContent?id=11264).] Because the purpose of this wiki space is to formulate a school document we will only allow invited member to edit pages. Because the group working on this is the technology committee I think they will be less fearful of a new medium and eager to try it out. There is no cost to use this wiki and I hope the learning experience will be translate into a new tool we can use with students and teachers alike.. References:  [| http://connect.educause.edu/Library/EDUCAUSE+Review/WideOpenSpacesWikisReadyo/40498]
 * Lynne Deakers EDU 921 Deliverable #3 Proposal to create a wiki:**
 * Davis, Victoria A.” Wiki Collaboration across the curriculum.” October 2006 K-12 Online Conference presentationhttp://k12online.wm.edu/k12wikipresentation_highres.wmv//
 * //Farkas, Meredith. “Using Wikis to Create Online Communities.” WebJunction. September 1, 2005 http://webjunction.org/do/DisplayContent?id=11264 //
 *  //Lamb, Brian// //“Wide Open Spaces: Wikis, Ready or Not.”// EDUCAUSE Review,// vol. 39, no. 5 (September/October 2004): 36-48.
 *  [| http://pedagogytools.pbwiki.com/Blogs-and-Pedagogy]

I have selected two different grade level projects and created lessons and a wiki for each since this is how it works for me as the librarian. I do a lot of collaboration with teachers on projects like these. I have chosen to use AASL standards for 21st century learners. The teacher will incorporate curricular standards in her part of the project. Grade Level: 5th Setting Library/Computer lab/Classroom Classroom teacher and librarian will collaborate on this project. They will be administrators of the class wiki; students will all be contributing members. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information and point of view or bias. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry 2.1.1 Apply critical-thinking skills(analysis, synthesis, evaluation, organization) to information and knowledge 2.1.2 Organize knowledge so that it is useful 2.1.4 Use technology and other information tools to analyze and organize information 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6 Use information and technology ethically and responsibly. 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. 3.4.2 Assess the quality and effectiveness of the learning product. Students will have had a review lesson on computer netiquette and responsible use of the computer including proper procedures and rules for accessing e-mail and internet Class session one in computer lab: Class session two and three in the library:
 * Deliverable FINAL PROJECT:**
 * Lesson Plan: Wikipedia**
 * Pre-requisites:**
 * Parent/child IUP form signed and on file; includes parent permisson for student to have an e-mail account
 * If student does not have an e-mail account one will be set one up for them with gmail by the teacher
 * All members of the class will have joined the class wiki
 * Time needed:** Two 45 minute computer lab session and two 45 minute library sessions. The written assignment will be done during second computer lab time with follow up and finishing in the classroom and at home.
 * Introduction:** This lesson will familiarize students with Wikipedia [|http://wikipedia.org] and how to evaluate its use as a resource. It will also give them an opportunity to contribute to their very own class wiki http://ssjgrade5.wikispaces.com/
 * Goals**
 * Students will work in groups of four to find information on a selected topic in Wikipedia and compare and contrast the article with the same topic article in the world book hard copy for accuracy and completeness.
 * Students in the group will divide the information into four sections (one for each student to work on for compare and contrast information checking in World Book vs. Wikipedia
 * Students will fill out a graphic organizer work sheet and then present their findings to their small group for discussion.
 * Students will use the class wiki to comment on their findings and discuss the use of Wikipedia as a valid resource
 * Standards for 21st Century Learner (AASL, 20007)**
 * Materials needed:**
 * LCD projector/computer with internet connection
 * Student access to computers
 * Students come prepared with user name; password and e-mail address
 * Graphic organizer: Venn Diagram handout: two concentric circles, similar in center, different on either side
 * Writing assignment questions handout
 * Lesson Plan Assessment Rubric* to share with class
 * Pre-Activities**
 * Librarian will have students log into their own computer and go through the various tabs on a Wikipedia page to learn about how it is set up and who edits and where the edits are; where the credentials are, etc. How the links work and just a basic orientation hands on to this resource. They will have some time to look around.
 * Librarian will also discus netiquette and wiki editing and online citizenship amd responsibilities
 * Librarian to introduce grade 5 wiki and demonstrate how to add and label a new page; discuss other tabs and project expectations
 * Students will be divided into groups of four. They will choose an invention from the wiki list to look up in two sources: Wikipedia and World Book
 * Student will look up the topic and print the article four times and decide how to divide up the content into four segments for fact checking.
 * Each student will complete the Venn diagram worksheet to compare and contrast the facts listed in their segment.
 * Groups will get together to discuss their findings using the set of questions listed under writing assignment below.
 * Writing Assignments**
 * The following week in the computer lab the students will go to the class wiki and complete their written assignment below.
 * Each student will go to the class wiki to the topic page they are working on and follow the instructions. (If more than on student needs to work on the same page one will work on the page and the others will copy and paste the page into a word document and work on the document in word. They will coordinate uploading these to the wiki with the teacher and the librarian’s assistance.) They will type in their response to questions on that page of the class wiki. These are the questions. Each student will respond to the first question. Then they each select at least two more to respond to.
 * Did the facts check out from Wikipedia to word book or was there a discrepancy? Please note it here.
 * What was different about the information in Wikipedia than in World Book?
 * What did you like best about wikipedia?
 * What did you like least?
 * What did you like best about world book?
 * What did you like least?
 * How many references were there? What does this mean?
 * How many links? What does this mean?
 * How many see also’s? What does this mean?


 * There will then be a collaborative answer on the home page to these questions:
 * Is Wikipedia a valid source of information for students doing research? Please qualify your answer.
 * Please use discussion tab to dialog with other students and/or explain your edits to the final group answer.

As a bonus assignment, a class member or group can decide if their discoveries warrant actually modifying the Wikipedia page. They must submitted their proposal to edit a Wikipedia page to her in a word document for review. If the teacher decides they have a valid edit, she will sign in and allow the students to make the corrections

Librarian and two parent volunteers will be moving through the groups and helping individuals with their research as needed during all class sessions. Extra help will also be available during recess, lunch and after school in the library and classroom teacher will be available during certain class periods to assist those who need extra help
 * Extension and Adaptation**


 * Lesson Plan Assessment Rubric**
 * 4 points** ||
 * 3 points** ||
 * 2 points** ||
 * 1 point** ||
 * Graphic Organizer** ||
 * Graphic organizer has been completed and shows clear, logical comparisons of at least 6 facts** ||
 * Graphic organizer has been completed and shows clear, logical comparisons of 4 of the facts** ||
 * Graphic organizer started and includes at least 2 fact but compare/contrast not clear** ||
 * Graphic organizer started and includes 1 fact** ||
 * Group work** ||
 * Took initiative in the group and completed all assignments** ||
 * Took initiative in the group and completed part of the assignment** ||
 * Showed some interest in group work and completed some of the asssignment** ||
 * Showed little effort to be part of the team** ||
 * Writing assignment** ||
 * Answered a minimum of three questions using correct grammar, spelling and complete sentences** ||
 * Answered two of the three questions with almost no grammatical or spelling errors. Most sentences complete** ||
 * Answered two of the three questions but had numerous grammatical or spelling errors and sentences incomplete** ||
 * Showed minimal effort in answering questions. Grammar and spelling errors and incomplete sentences** ||
 * Class wiki content and participation** ||
 * Added appropriate content and participated in discussion on the wiki more than once** ||
 * Added appropriate content and participated in discussion on the wiki once** ||
 * Added appropriate content but did not participate in discussion on the wiki** ||
 * Add minimal amount of unique content. Did not participate in the discussion** ||
 * Point system: 16…A, 15…A-,14…B+, 13…B, 12…B-, 11…C+,**
 * 10….C. 9…C-, 8…incomplete**
 * Added appropriate content and participated in discussion on the wiki once** ||
 * Added appropriate content but did not participate in discussion on the wiki** ||
 * Add minimal amount of unique content. Did not participate in the discussion** ||
 * Point system: 16…A, 15…A-,14…B+, 13…B, 12…B-, 11…C+,**
 * 10….C. 9…C-, 8…incomplete**

Setting Library/Computer lab/Classroom Classroom teacher and librarian will collaborate on this project. They will be administrators of the class wiki; students will all be contributing members. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information and point of view or bias. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.3.2 Seek divergent perspectives during information gathering and assessment. 2.1.1 Apply critical-thinking skills(analysis, synthesis, evaluation, organization) to information and knowledge 2.1.2 Organize knowledge so that it is useful 2.1.4 Use technology and other information tools to analyze and organize information 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * Teaching Unit: Early** **California** **History**
 * Grade Level: 4th**
 * Pre-requisites:**
 * Parent/child IUP form signed and on file; includes parent permission for student to have an e-mail account
 * If student does not have an e-mail account one will be set one up for them with g-mail by the teacher
 * All members of the class will have joined the class wiki
 * Time needed**: Two 45 minute library sessions and two 45 minute computer lab sessions. The written assignment will be done during second computer lab time with follow up and finishing in the classroom and at home.
 * Introduction:** This lesson will familiarize students with building a class wiki at http://ssjgrade4.wikispaces.com. It will give them an opportunity to do some research using primary and secondary sources. They will also have an opportunity to contribute to their very own class wiki http://ssjgrade4.wikispaces.com.
 * Goals**
 * Students will work in the library doing individual research on their chosen topic, filling in the “A research guide” worksheet found on the wiki to answer questions about the subject they are researching
 * Student will be able to access the class wiki, use the active web links and add appropriate web links they discovered for others to use.
 * Students will use a printed work sheet created in Google docs to guide them in their library research. This document template will be shared through Google Docs.
 * Students will use their Google docs account to open the file and fill in the worksheet using complete sentences. and then present their findings to their small group for discussion.
 * Each student will write a descriptive essay about their assigned topic for the wiki.
 * Students will create their topic page on the class wiki and upload their information
 * Students will upload images, audio, and video they have prepared in class to their wiki page after discussing it with the teacher
 * Students will cite resources on their page
 * Student groups will add their mission or native tribe to the California map on the class wiki and time line
 * Students will contribute information to the field trip page including audio and video transcript of their field trip.
 * Standards for 21st Century Learner (AASL, 20007)**

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6 Use information and technology ethically and responsibly. 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. 3.4.2 Assess the quality and effectiveness of the learning product. **Materials needed**: Students will have had a review lesson on computer netiquette and responsible use of the computer including proper procedures and rules for accessing e-mail and internet. Two class session in the library: Students are encouraged to read and comment on other student wiki pages. A classroom display of artifacts reflecting student research will be provided as an extension of their work on this project. Librarian and two parent volunteers will be moving through the groups and helping individuals with their research as needed during all class sessions. Extra help will also be available during recess, lunch and after school in the library and classroom teacher will be available during certain class periods to assist those who need extra help
 * LCD projector/computer with internet connection
 * Student access to computers
 * Students come prepared with user name; password and e-mail address
 * Worksheet and graphic organizer
 * print materials on Early California history
 * Pre-Activities**
 * Librarian will give project overview showing students the shell of the wiki that will be their working document for this social studies unit on Early California History.
 * Students will begin their research using texts provided in the library and internet sites provided on a page on the class wiki at http://ssjgrade4.wikispaces.com. They will take notes on their graphic organizer and use the works cited work sheet to document resources. They will also be studying this time period in their social studies curriculum
 * Groups will get together during a class period to discuss their findings
 * Writing Assignments**
 * Two sessions in the computer lab will be set aside for student writing
 * Students will submit their rough draft via e-mail to the teacher for comment before uploading it to the class wiki.
 * Librarian will demonstrate how to access the wiki, upload information, edit information, and discuss information.
 * Demonstrations of uploading audio and video as well as internet links will also be practiced under the guidance of the librarian teaching this class.
 * The following week in the library the students who have not already done so will go to the class wiki and complete their written assignment below.
 * Extension and Adaptation **
 * Teaching Unit Assessment Rubric**
 * 4 points** ||
 * 3 points** ||
 * 2 points** ||
 * 1 point** ||
 * Graphic Organizer** ||
 * Graphic organizer has been completed and shows clear, logical relationships between all topics and subtopics** ||
 * Graphic organizer has been completed and shows clear, logical relationships between most topics** ||
 * Graphic organizer started and includes some topics and subtopics** ||
 * Graphic organizer started but incomplete** ||
 * Group work** ||
 * Took initiative in the group and completed all assignments** ||
 * Took initiative in the group and completed part of the assignment** ||
 * Showed some interest in group work and completed some of the assignment** ||
 * Showed little effort to be part of the team** ||
 * Writing assignment** ||
 * All topics are addresses and all questions answered with at least 2 sentences about each using correct grammar, spelling and complete sentences** ||
 * All topics are addresses and all questions answered with at least 2 sentences about each with almost no grammatical or spelling errors. Most sentences complete** ||
 * All topics are addresses and most questions answered with at least 1 sentence about each. A few grammatical or spelling errors.** ||
 * Showed minimal effort in answering questions. Grammar and spelling errors and incomplete sentences throughout.** ||
 * Sources** ||
 * All sources (information and graphics) are accurately documented in the desired format.** ||
 * All sources (information and graphics) are accurately documented but a few are not in the desired format.** ||
 * All sources (information and graphics) are accurately documented but many are not in desired format.** ||
 * Some sources are not accurately documented.** ||
 * Class wiki content and participation** ||
 * Added appropriate content and participated in discussion on the wiki more than once** ||
 * Added appropriate content and participated in discussion on the wiki once** ||
 * Added appropriate content but did not participate in discussion on the wiki** ||
 * Add minimal amount of unique content OR Did not participate in the discussion** ||
 * Point system: 20…A, 18…A-,17…B+, 16…B, 14…B-, 13…C+,**
 * 11….C. 10…C-, 8…incomplete**
 * Added appropriate content and participated in discussion on the wiki more than once** ||
 * Added appropriate content and participated in discussion on the wiki once** ||
 * Added appropriate content but did not participate in discussion on the wiki** ||
 * Add minimal amount of unique content OR Did not participate in the discussion** ||
 * Point system: 20…A, 18…A-,17…B+, 16…B, 14…B-, 13…C+,**
 * 11….C. 10…C-, 8…incomplete**