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EBook | Toward a 21st-Century School Library Media Program [Rosenfeld & Loertscher, Eds., 2007]

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EBook | Toward a 21st-Century School Library Media Program [Rosenfeld & Loertscher, Eds., 2007]

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There are some wonderful examples of how the school community can collaborate to build a 21st Century School Library (and accompanying media platform) contained in this collated collection of articles.

With chapters such as 'Assignments worth the effort', 'Literacy Links: School Library Blogging', and 'Graduating Students who not only learned but also learners' , there's bound to be several chapters that are beneficial to all Educators, Teacher-Librarians, School Administrators and anyone who is passionate about the role of the school library.

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Toward a 21st-Century School Library Media Program

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This collection of enlightening and stimulating articles, written by some of the most important figures in school librarianship, demonstrates how teacher-librarians, classroom teachers, and administrators can work together to create a 21st century school library media program.

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Article | Guided Inquiry: School Libraries in the 21st Century [Kuhlthau, 2010]

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Article | Guided Inquiry: School Libraries in the 21st Century [Kuhlthau, 2010]

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The author details the vital role Teacher Librarians can play in schools, using their positions to advocate for Inquiry Learning to support students' 21st Century learning.

Khuhlthau explores five distinct types of learning achieved via Inquiry pedagogy, and is a powerful advocate for Guided Inquiry incorporating information literacy and technology.

The article suggests Inquiry Learning is critical for 21st Century schools, and posits trained librarians are the lynchpin connecting resources and teachers.

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Video | 21st Century School Libraries [SiouxFallsSchools, 2012

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Video | 21st Century School Libraries [SiouxFallsSchools, 2012

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This library-focused video explores how school libraries are 21st Century Learning environments where so much more happens than just the borrowing of books. Various librarians are interviewed, who explain how their library is a place of critical thinking, collaboration and where technology meets the printed word.

The snippets showing how Teacher-Librarians collaborate with other educators to extend on the students' learning that they are doing in their classrooms are particularly beneficial, as it is important for students to witness educators collaborating, as well as providing opportunities for the students themselves to collaborate.

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This is not your ("SHHHHHH!!!") traditional library. School libraries are the hub of the school, librarians are heavily involved in education, and changing technology means the library is actually more relevant than ever.

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Video | Why a Makerspace in the Library [Luhtala, 2015]

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Video | Why a Makerspace in the Library [Luhtala, 2015]

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With so many public school libraries receiving their funding from the PTA, it stands to reason that many Teacher-Librarians need to present their case for increased funding, additional space, renovations, etc. However some Teacher-Librarians have not had to advocate so strongly before, or present their case. It might be especially difficult when the request is for funding to cover resources that aren't (usually) associated with a school library, such as the creation of a MakerSpace area for students to conduct Inquiry projects.

This video may be of benefit to those TL's who do want to approach their PTA for funds, especially for a MakerSpace area, rather than funding out of their own pocket. It explores the benefits of MakerSpaces, including how they promote 21st Century Skill development, and encourage Inquiry Learning, and gives a few resources to use if creating a new presentation.

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Article | Roots of Inquiry Learning: Teaching and Learning in Traditional Aboriginal Pedagogy [Friesen, 2017]

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Article | Roots of Inquiry Learning: Teaching and Learning in Traditional Aboriginal Pedagogy [Friesen, 2017]

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Although this article refers to Aboriginal pedagogy in terms of the First Nations people of Canada, the principles of learners counselled by elders throughout their learning journey, and their discovering their own roles within their communities and the Universe, there are similarities that can be seen in the traditional methods of passing on knowledge within Australian Indigenous communities.

The article aligns many of the steps we take as educators using modern Inquiry Learning pedagogy to the Indigenous learning process approach of "preparing, asking, seeking, making, understanding, sharing, and celebrating the merger of their findings with communal wisdom". It's a fascinating read, especially for those educators wanting to incorporate Indigenous Australian teaching and learning pedagogy into their own teaching.

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Roots of Inquiry Learning: Teaching and Learning in Traditional Aboriginal Pedagogy | Friesen | Indigenous Policy Journal

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Roots of Inquiry Learning: Teaching and Learning in Traditional Aboriginal Pedagogy

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Article | School libraries supporting 21st century learning [Education Matters, n.d.]

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Article | School libraries supporting 21st century learning [Education Matters, n.d.]

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This article explores the re-positioning of school libraries to focus on providing the space & opportunities for students to develop 21st Century Skills, suggesting libraries need to be "flexible and dynamic learning centres".

Further, the article explains the school library is a shared space for the entire school community, a place for knowledge creation, digital literacy instruction, information access, collaboration & networking, and learning. It also, critically, details the importance of having staff who's "combined knowledge, skills and expertise collectively support the integration of 21st century learning into the curriculum", which speaks to the critical aspect of having a qualified teacher librarian in the library.

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Libraries have existed for millennia. Their purpose has always been focussed on knowledge acquisition and sharing for the development of society. In the 21st century, school libraries are re-engineering themselves to focus on learning, curriculum and the skills needed for 21st century learning.
The evolution of school libraries into flexible, dynamic, high-tech learning centres designed to prepare students as responsible digital citizens to function effectively in a complex information landscape is dependent on visionary leadership and strategic planning to reach this level of functionality. "School libraries provide a common information ground for supporting learning across the school and fostering the development of deep knowledge through the provision of accessible resources, and the development of sophisticated information and technology understandings and skills" (Hay & Todd 2010a, p. 30).

The Student Learning through Australian School Libraries study (2004-2006) highlighted the value students placed on the technology, services, environment and support provided by their school library. The study found that flexible access to computers, printers, internet and other resources, including teaching expertise, before school and at non-class time was valued highly by students (Hay 2006). In 2010, one principal stated, "When I enter my own school library I see a social network - students and teachers doing all manner of things - everything from reading, promoting, quiet games, social skilling, researching, working on the computers, group planning, the list becomes quite endless. I see a thriving centre of learning - and something that is integral to the way the whole school functions" (Hay & Todd 2010b, p. 5).

The concept of a knowledge commons or learning commons becomes the physical and virtual catalyst for inquiry, imagination, discovery, creativity and innovation. The school library becomes the hub for networking, information access, digital literacy instruction, learning and knowledge creation - a shared space for all students and the school community. The advantage of a 'commons' approach is it provides an opportunity to re-engineer the school library into a place/space that brings together the library, information technology and a qualified team of information, technology and learning staff whose combined knowledge, skills and expertise collectively support the integration of 21st century learning into the curriculum.

The report of the School Libraries 21C online discussion, commissioned by the NSW Department of Education and Training, School Libraries and Information Literacy Unit, identifies a set of principles underpinning 21C school library design as an instructional zone within and beyond the school. In summary, the following points are identified:

A facility which features fluid library design that allows for the customisation and personalisation of learning.

A blended learning environment which harnesses the potential of physical learning spaces and digital learning spaces.

A learning centre whose primary focus is on building capacity for critical engagement - giving emphasis to thinking creatively, critically and reflectively with information in the process of building knowledge and understanding.

A centre of learning innovation where teachers and teacher librarians are involved in creatively designing learning experiences.

A learning environment that demonstrates the power of pedagogical fusion where pedagogy underpins the decision making behind a school's information architecture.

A facility consisting of seamless search interfaces.

A facility which seeks a balance between print and digital collections and which does not privilege one format over another.

A centre that supports literacy learning.

(Hay & Todd 2010b, pp. 15-16.)

The new mission of teacher librarians is a return to the original purpose of libraries, that is "to improve society through facilitating knowledge creation in their communities" (Lankes, R. D.).

As identified in the Horizon Report: 2011 K-12 edition, there are three major factors driving role changes for all educators:

The increasing amount of resources and social networks available for learning;

The increasing ubiquitous nature of mobile devices; and,

The increasing need for digital media literacy so that students can utilise the above resources and mobile access for learning and knowledge creation.

"The abundance of resources and relationships made easily accessible via the internet is increasingly challenging us to revisit our roles as educators" (Johnson, et al 2011, p. 4.). This key trend highlights the importance of why school libraries need to function effectively in the school community.

The abundance of resources adds to the complexity of the information environment in which students work. It highlights the need to continue the highly effective practice of collection development undertaken by teacher librarians to support the curriculum across different platforms on which resources are available. As an example, in an always-connected world, the recent announcement by Apple to introduce iBooks 2, iBooks Author and New iTunes U (Apple Events 2012) identified that there are already 20K education iPad apps and 1.5 million iPads in education institutions. Teacher librarians know which apps are free and trustworthy and can then recommend these to staff and students. The same collection development skills used to evaluate "traditional" resources to determine which are current, relevant, authentic and authoritative, are also applied to online databases and web sites.

The mobile devices students use to access these resources are multi-functional and make it easily accessible via the Internet. As indicated in the Horizon Report: 2011 K-12 edition, "Mobiles have moved to the near-term horizon because of the rise of a new class of devices, led by the category-defining blockbuster that is the Apple iPad" (Johnson, et al 2011, p. 14). The multifunctionality of tablet devices heralds the convergence of several technologies that lend themselves to educational use. With always-on internet it is imperative that the skills required to assess the relevancy and credibility of information, and to then make sense of this information, is paramount.

"Digital media literacy continues its rise in importance as a key skill in every discipline and profession" (Johnston, et al 2011, p. 5).Digital media literacy can be defined as the ability to locate, access, organise, understand, evaluate, analyse and create content using digital media (Wikipedia; Australian Communications & Media Authority). Even though this level of literacy involves knowing how to use technology it is "less about tools and more about thinking" (Johnston, et al 2011, p 5.).

The general capabilities in the Australian national curriculum, especially "critical and creative thinking", provide a vehicle for teacher librarians to be active in the delivery of digital media literacy skills through inquiry based programs. For example, research pathfinders encourage active engagement in the interactive information seeking process. Pathfinders provide a starting point for the generation of questions, discussions and identification of suitable and relevant resources. Collaborative knowledge building environments such as wikis can facilitate the inquiry based activities that allow students to engage in collaboration, construction, knowledge sharing and creation. The school library is an ideal environment to engage in conversations about digital citizenship, the impact of a student's digital footprint, ethical use of information and social responsibility in an always-connected world.

The vision is to go beyond school libraries being perceived as repositories of information artefacts to being flexible, dynamic learning environments; "centres of inquiry, discovery, creativity, critical engagement and innovative pedagogy" (Hay & Todd 2010b, p. 40). To make this vision a reality is a challenge for school leadership so that the best learning environment, resources and learning is available for all Australian students.
Apple Events 2012 Apple special event January 2012, Viewed 21 January 2012. http://www.apple.com/apple-events/educationjanuary- 2012/ Australian Communications & Media Authority 2009 What is digital media literacy and why is it important? Commonwealth of Australia. http://www.acma.gov.au/WEB/STANDARD/pc=PC_311470#= Hay, L 2006, 'School libraries as flexible and dynamic learning laboratories ... that's what Aussie kids want', Scan, 15 (2), pp. 18-27. Hay, L & Todd, R.J. 2010a, 'School libraries 21C: the conversation begins', in Scan, 29 (1), pp. 30-42. Viewed 22 January 2012. http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21cexsum.pdf Hay, L & Todd, R.J. 2010b, A school libraries futures project: school libraries in 21C, NSW Department of Education and Training, Curriculum K-12 Directorate, School Libraries and Information Literacy Unit. Viewed 22 January 2012. http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21c_report.pdf Johnson, L., Adams, S. and Haywood, K. 2011, The NMC Horizon Report: 2011 K-12 edition, The New Media Consortium, Austin, Texas. Lankes, R. D. The atlas of new librarianship: companion website. Viewed 22 January 2012. http://www.newlibrarianship.org/wordpress/ Wikipedia 2012 Digital literacy, Last modified 21 January 2012. Viewed 23 January 2012. http://en.wikipedia.org/wiki/Digital_literacy

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School libraries supporting 21st century learning -

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Libraries have existed for millennia. Their purpose has always been focussed on knowledge acquisition and sharing for the development of society. In the 21st century, school libraries are re-engineering themselves to focus on learning, curriculum and the skills needed for 21st century learning. The evolution of school libraries into flexible, dynamic, high-tech learning centres designed ...

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With over 20 years experience as a teacher, teacher-librarian, mentor, advocate, lifelong learner and more, Jennifer Lagarde's site is full of wit, wisdom and valuable resources.

The flyers and infographics Jennifer freely provides are wide-ranging in topic and design, and useful to any Teacher-Librarian. The stories Jennifer shares are, likewise, wide-ranging in topics. Some make you laugh, some cringe, and some inspire.

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I've long said that I am the luckiest librarian around, and you should be aware, this post will do nothing to disprove that claim. All of that said, one of my own personal goals related to this residency was to actively and intentionally reflect on my work there. To that end, and taking inspiration from Colby Sharp, I created
Last summer, I was given the opportunity to spend a year working with the Teacher Librarians and Technology TOSAs (Teachers On Special Assignment) of Evergreen Public Schools in Vancouver, Washington. This residency consisted of spending (just about) one week per month in Vancouver where I got to hang out with the TLs, TOSAs and their students at each school. And then, I prepared and facilitated professional development for the TLs and TOSAs to take place on one of those days, during each of my weekly visits. .
Now that the first year of this residency is over (I'm returning for year two in the fall. Yay!), I've been thinking a lot about the work I've seen, and been a part of, in this mid-sized school district located just across the bridge from Portland, OR. And here are some of my biggest takeaways:

When educators harness the power of their own passions to tackle the expectations of their schools and districts, not only is the work easier and more fun, but that passion often fuels them to achieve more than they ever thought possible. Whether that passion is Star Wars (which middle school TL, Paul Warner, incorporated to just about everything, but most notably his epic sci-fi READcon event where kids, parents and community members gathered to celebrate reading, robotics, comics and everything powered by The Force!) or Pickle Ball (a sport middle school TL, Michelle Arnott, coached in weekly, after school and weekend tournaments, using all the entry fees to fund the most epic and instructionally rich makerspace I've ever seen!) week after week, I saw EPS educators flexing that muscle to make the heavy lifting of their work so much easier. Plus, passion is contagious, y'all. Even if your thing is not their thing, students and teachers will be inspired when you let your geek flag fly.

The primary goal of any district technology dept should be to remove barriers for teachers. I've worked in places where the response to teacher complaints/concerns about technology (think: "my kids can't login" or "if I give students devices, they'll be off task!") were met with irritation and even hostility - which resulted in an adversarial and unhealthy relationship between the technology dept and the teachers on the front lines. Conversely, when teachers in Vancouver expressed concern about how difficult it was for younger students to login to their device, instead of faulting teachers for not taking the time to teach kids how to do it, the tech dept developed an innovative solution involving the student ID cards made available by school picture companies and QR codes. Whether the tech department thought the concern was legitimate or not, they knew that if they removed the obstacle, the more opportunities there would be for students to use technology in meaningful ways. Plus, when teachers feel heard, the more likely they will be to take chances on new technology or be patient when roll-outs don't go exactly as planned.

The root word of personalized (as in personalized learning) is PERSON - not technology! At some point, I will write at length about the "library endorsement' program created by EPS elementary TL Kevin Suenkel, but for now, let me just say it's all about harnessing what students are interested in to create unique learning opportunities that allow them to demonstrate their learning in completely individual ways. Earning some of the endorsements requires students to use technology, while others are completely analog. But wherever the technology is utilized, it's because it makes the learning BETTER. The most important part of this truly personalized learning experience is the learner! The technology is only a tool to help the learner achieve something special.

A fixed schedule does not have to mean a fixed mindset. The elementary TLs in EPS, like most of their colleagues around the country, work in a fixed schedule, seeing back to back, 30 minute, classes on most days. That 30 minutes has to include time for both instruction and book checkout. Obviously, this schedule presents challenges, but everywhere I went, I saw librarians using every single second they had with kids to create meaningful learning opportunities that involved making, building, creating, coding, researching, problem solving and, above all, developing rich reading lives. I had plenty of conversations where these librarians said things like, "can you help me figure out how to do ______ on a fixed schedule?" But I NEVER heard one of them say "I can't do that on a fixed schedule." Ever.

When you lose your way, revisit your why. No school or district is without challenges or areas for growth and EPS is no exception. But by constantly circling back to WHY they chose to be an educators in the first place, these professionals always seem to find the opportunity hidden within every obstacle.

Speaking of great things...#BestPartofMyDay videos, capturing the things I saw each day that inspired me. I started this process at the beginning of my time with EPS and continued to do so every week I was there. I've written before about how powerful this process was for me, so I'll simply say here that as someone who hates to have her photo taken and who struggles to see herself on screen, making these videos was personally challenging, but oh so worth it. Not only did it force to me to take stock of my day and consider which part landed at the top of the awesome pile, but as a result, I learned something important about expectations: when you go into each day looking for great things, you tend to find them.
I've been wanting to write about the last professional development day I got to spend with the TLs of Evergreen Public Schools, and now seems like a good time. I had several goals for the session, which were:

1. To create a stress relieving learning opportunity (the end of the year is fraught with more than enough stress creating opportunities - end of year testing, inventory, etc).

2. To create a session that included at least one strategy they could take back and use immediately.

3. To use a picture book to spark meaningful conversation.

4. To share the concept of a library "vision board."

5. To create an opportunity for revisiting the WHY of our work. And...

So here's what we did....

Step 1: In small groups, the TLs read Alma and How She Got Her Name by Juana Martinez-Neal. Then, together, they discussed what Alma learned about herself by thinking about her name, the people who share (at least part of) her name, and what those namesakes contributed to the world. Step 2: Then,I asked them to individually reflect on the title of "teacher librarian" and what that name meant to them. I asked them to think about the teacher librarians who came before them and what they've contributed to their schools, districts and the world. And I asked them to reflect on why they decided they wanted Teacher Librarian to appear on their own name badge and how THEIR contributions will be different from previous TLs.
Step 3: Next, I gave them a few minutes to individually explore the resources curated on this "TL Vision Board" Padlet - where I've curated articles/posts about why the work of the teacher librarian is so important. While they explored, I encouraged them to jot down some quotes, ideas or take-aways that stood out to them or related to their core beliefs as a teacher librarian. ​

Step 4: After that, using the conversations they'd had with their group about Alma, their own reflections about what it means to be a TL and their notes from exploring the TL Vision Board Padlet, we then created Thumbprint Biographies/Poems that captured who they are as Librarians. If you're not familiar with these, checkout this awesome post from teacher Julie Ballew. Now, I'll admit, this process got a little messy. And some folks were a little uncomfortable. But, we plowed forward, breaking out the stamp pads and markers as well as more paper when a few of us needed a "do over."

Step 5: I then had the TLs share their masterpieces using a shared google slide deck, which I then downloaded as a PDF and then uploaded to the online tool AnyFlip to create this flipping book anthology of their work. (You can checkout their final products by clicking the image below).

To say that I was thrilled with the results would be an understatement. As always, these educators blew me away with their thoughtful and inspiring work! Just like real thumbprints, each biography/poem is unique and I'm in love with some of the different ways they each chose to express their passion for our work. But also, at this time of year, especially, my heart swelled to hear their laughter and camaraderie. All points in the school year have their challenges, but the end of the year... y'all. It's tough. When you've got an opportunity to let me people laugh and make stuff, take it.

That said, if you're interested in recreating this professional development with your learners (of any age), In fact, not that long ago, I had a conversation with a TL from another district who told me she felt that elementary and secondary libraries had very different missions. I can't remember how I responded at the time, but I've been thinking about her assertion ever since. And the more I think about it, the more I respectfully disagree. At their heart, I think here's a link to the site I used with EPS on that day. Have fun!
Finally, I'd probably be remiss if I didn't share my own messy and imperfect thumbprint biography as a part of this post. I created a sample version as part of the PD and found the process fun and meaningful, in large part because it required me to really think about what I believe as a librarian - something I think about a lot, actually.
all libraries share the same mission: to change the world by 1) being democratizing forces in their schools/communities - places where anyone, regardless of their race, religion, income, gender/identity, sexual orientation, ability, etc., can access the same information. And by 2) connecting people to lives that are informed and inspired by story. While I do think the WAYS in which elementary and secondary librarians go about achieving those goals vary greatly, the mission remains the same. And when you spend a little time immersed in that mission and in what it means to do this kind of work, particularly at this point in history, the weight of it lingers. This work. It matters, y'all.
So, keep on. Won't you?

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I've long said that I am the luckiest librarian around, and you should be aware, this post will do nothing to disprove that claim. All of that said, one of my own personal goals related to this residency was to actively and intentionally reflect on my work there.

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Article: The 5th ‘C’ of 21st Century Skills? Try Computational Thinking (Not Coding) [Glover, 2018]

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Article: The 5th ‘C’ of 21st Century Skills? Try Computational Thinking (Not Coding) [Glover, 2018]

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This opinion piece describes how computer technology has integrated into all aspects of peoples’ lives, and questions if the primary school curriculum provides all students with the necessary 21st Century Skills they will need for their future.

Glover argues the “4Cs of 21st Century Skills” requires the 5th core skill of Computational Thinking to be included as standard, while stressing that CT is not the same as coding but, rather, “thinking (or problem solving) like a computer scientist”. Further, it is suggested that CT involves critical thinking, collaboration & creativity but does not necessarily involve using a computer. Coding can be used to develop computational thinking skills, but they can be promoted throughout other areas of the curriculum, without involving coding or technology making CT a valuable element to integrate into all classrooms.

Glover helpfully provides ideas for educators to promote CT through Language Arts, Mathematics, Science & Social Science, as well as addressing some misconceptions about CT, and providing a link to more information.  The article is likely to benefit all educators looking to integrate 21st Century Skills into their classrooms for the benefit of their students.

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For better or worse, computing is pervasive, changing how and where people work, collaborate, communicate, shop, eat, travel, learn and quite simply, live. From the arts to sciences and politics, no field has been untouched.

The last decade has also seen the rise of disciplines generically described as "computational X," where "X" stands for any one of a large range of fields from physics to journalism. Here's what Google autocomplete shows when you type "computational." (You can try it for yourself!)

But the big question is: Does current K-12 education equip every student with the requisite skills to become innovators and problem-solvers, or even informed citizens, to succeed in this world with pervasive computing?

Since the turn of this century, the " 4C's of 21st century" skills-critical thinking, creativity, collaboration and communication-have seen growing recognition as essential ingredients of school curricula. This shift has prompted an uptake in pedagogies and frameworks such as project-based learning, inquiry learning, and deeper learning across all levels of K-12 that emphasize higher order thinking over rote learning. I argue that we need computational thinking (CT) to be another core skill-or the "5th C" of 21st century skills-that is taught to all students.

There is growing recognition in the education systems around the globe that being able to problem-solve computationally -that is, to think logically and algorithmically, and use computational tools for creating artifacts including models and data visualizations-is rapidly becoming a prerequisite competency for all fields.

In 2012, the U.K. national curriculum began introducing computer science (CS) to all students. Singapore, as part of its " Smart Nation" initiative, has labeled developing CT as a "national capability." Other countries, from Finland to South Korea, China to Australia and New Zealand, have launched large-scale efforts to introduce CT in schools, as either a part of new CS curricula or integrated into existing subjects. Here in the U.S., former President Barack Obama called on all K-12 students to be equipped with CT skills as part of an " Computer Science for All " initiative in 2016. Most emergent efforts in the US involving CT are currently part of CS curricula, although CT is increasingly seeing integration into STEM (especially science) learning.

But before diving into what CT in K-12 may look like, let's be clear that these efforts do not mean that every child is expected to become a computer scientist. Just as basic literacy in math and science are considered essential for all children to understand how the world works, education must also address the development of knowledge and skills pertaining to computing, which is now so integrally intertwined with every profession.

What Is Computational Thinking?

So, what exactly is computational thinking, and what is its relationship to CS and programming (coding)?

Simply put, CT is " thinking (or problem solving) like a computer scientist." It is the thought processes involved in understanding a problem and expressing its solutions in such a way that a computer can potentially carry out the solution. CT is fundamentally about using analytic and algorithmic concepts and strategies most closely related to computer science to formulate, analyze and solve problems.

Like general thinking skills, CT is a bit like leadership-hard to define, but you know it when you see it. While many people associate it with concepts like programming and automation-which are all core parts of computer science-educators and researchers have found it easier to operationalize it for the purposes of teaching as well as curriculum and assessment design.

That means breaking down CT skills into its component parts, which include concepts like logic, algorithms, patterns, abstraction, generalization, evaluation, and automation. It also means approaches like "decomposing" problems into subproblems for ease in solving, creating computational artifacts (usually through coding); reusing solutions, testing and debugging; iterative refinement.

And yes, it also involves collaboration and creativity! And furthermore, it does not need to involve a computer.

If all that sounds a bit wonky, don't worry. Like any skill, CT is best taught and learned in context, and embedded into class subjects. For example, analytical and logical thinking can be fostered through puzzles and word problems that require learners to engage in these crucial aspects of CT. As a matter of fact, problems involving such logical argumentation and logical thinking can be tackled as part of language arts, in addition to mathematics or computer science.

Coding is an excellent, fun, and useful context for developing computational thinking skills. But it is not the only way. Here are some ideas for fostering CT in subjects. Some are unplugged while others would benefit from involving coding. Teachers may recognize many of the non-programming activities as things they already do!
Language Arts

Use logic to put together a jumbled story in correct sequence (younger grades)

Identify patterns for different sentence types and rules for grammar

Use first-order logic to arrive at conclusion based on given facts

Construct social networks to analyze stories

Program a story with alternate pathways ("Choose your own adventure")

Mathematics

Model functions in algebra through programs (compare them to functions in programs)

Write an algorithm (or precise sequence of steps) on how to do matrix multiplication or how to solve a quadratic equation

Use decomposition to solve word problems

Express generalizations (as algebraic representations) by identifying patterns

Science

Do a species classification with explicit "If-Then" logic (younger grades)

Build a computational model of a physical phenomenon

Instead of playing with or manipulating pre-developed software simulations of scientific phenomenon, create (program) computational models and simulations to study and interrogate phenomena

Social Science

Study data and Identify patterns / trends in wars and other historical events

Create visualizations of these patterns and trends

Create a simulation to study relationships in social science phenomena such as women's education and health

Create models for social systems, or social networks, or social choice.

Teachers may recognize some of the non-programming activities as activities they already do! Indeed, many activities invoke the same thinking skills without being labeled CT. The idea is to be more conscious of explicitly making the CT connection and call such problems out as those with possible automated and computational solutions, or incorporating programming tools in such activities.

Common Misconceptions About Computational Thinking

One popular assumption about CT is that it is the same as coding. That's not quite accurate. While coding is a popular vehicle to teach CT, computational thinking is much more than programming. It is the thinking skills that are employed in understanding a problem and formulating a solution before coding. (Also bear in mind coding need not necessarily be the end product of a CT process.)

Few would challenge that coding is a popular and effective vehicle for learning and applying (and hence teaching and assessing) CT in K-12. It's important to remember, however, CT is the process of problem analysis and problem decomposition that precedes (in addition to happening during) coding and programming.

CT involves students asking and answering questions like: Can this problem be better, or more easily, solved by a human or a computer? Is there a pattern between this problem and similar problems we have tackled before? How can data best be organized to solve this problem? How can I create a general solution that works for a range of inputs? What is a step-by-step procedure I can articulate to solve this? What computational strategies might be employed? What are the limitations, trade-offs and constraints related to solving this problem?

Additionally, CT should also not be confused with "digital literacy," which is often the "technology" subject in schools that focuses on how to use software, digital tools, and the internet. CT is not about how to use technology; rather, it lifts the hood on how digital solutions are designed using computational tools.

Preparing teachers to teach CT is a key task that schools need to take on as a first step. Teaching CT in the context of their disciplines for disciplinary subject teachers will have the added benefit of equipping them to make connections that they can then build on. Access to curricula and assessments, teacher professional development, best practices for teaching CT, and most importantly, becoming part of a community of educators are as important as ever to bring this vital 21st century competency to all children.

To learn more, you can also watch my talk, " Computational Thinking: the '5th C' of 21st Century Skills."

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The 5th 'C' of 21st Century Skills? Try Computational Thinking (Not Coding) - EdSurge News

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For better or worse, computing is pervasive, changing how and where people work, collaborate, communicate, shop, eat, travel, learn and quite simply, ...

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Video | Inquiry Learning: From Teacher-Guided to Student-Driven [Edutopia, 2015]

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Video | Inquiry Learning: From Teacher-Guided to Student-Driven [Edutopia, 2015]

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This video investigates the pedagogy and benefits of Inquiry Learning, and shows detailed examples of Inquiry Learning happening in classrooms. Teachers, students and school management are interviewed throughout the video, with lots of valuable insights shared.

Whether you're new to Inquiry Learning, or have been implementing it in your classroom or library for years, this video will likely inspire and re-invigorate your passion for Inquiry Learning.

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Video | TedX Talk: What 60 Schools Can Tell Us About Teaching 21st Century Skills [Lichtman, 2013]

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Video | TedX Talk: What 60 Schools Can Tell Us About Teaching 21st Century Skills [Lichtman, 2013]

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In this video, Lichtman details the findings from his three-month road trip, sharing stories of what 64 schools and over 500 educators are doing in their quest to ensure their students are 21st Century Learners.

As he begins by saying, "Schools are not good at innovation", a sentiment that seems to be shared by many educators worldwide. If schools are in the mode of "doing things the way they've always been done", how then, do we lead by example, and integrate 21st Century Learning into our classrooms and school libraries? This video goes some way towards answering that, by providing real-life examples that can be used as a basis for your own teaching.

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What 60 Schools Can Tell Us About Teaching 21st Century Skills: Grant Lichtman at TEDxDenverTeachers

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Video | The Four C's: Making 21st Century Education Happen [EdLeader21, 2012]

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Video | The Four C's: Making 21st Century Education Happen [EdLeader21, 2012]

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A terrific short video where various stakeholders are interviewed about the 4C's approach the school is taking, and showing examples of learning in action.

This is one of the few videos found that includes the parents' voice, which I found to be particularly inspiring. That the parent was able to clearly explain what benefits they saw in their child through the focus on the 4C's was something I hadn't seen before.

A fantastic point made during this video by several educators is that it is important to model the 4C's for students, in addition to teaching them, so they see them in action. Too often, the library can operate in a silo-type situation, with teachers just dropping off and picking up their class, so students don't witness the Teacher-Librarian collaborating or communicating with colleagues. This video suggests the need to be aware of this, and take measures to prevent it.

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The Four C's: Making 21st Century Education Happen

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Video | 21st Century Skills in Action: Critical thinking, creative thinking, and problem solving [VBSchools, 2011]

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Video | 21st Century Skills in Action: Critical thinking, creative thinking, and problem solving [VBSchools, 2011]

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This video investigates the why, when & how of 21st Century Skills, showcasing how some educators are integrating 21st Century Learning into their classrooms, and highlighting the benefits that can be achieved by students. As you will see, this goes beyond academic outcomes, with students showing elements of critical thinking, creativity, resilience, and group tasks being completed in an effective manner.

The educators are particularly passionate advocates of 21st Century learning, which is always inspiring, and a lot of the examples shown are based on inquiry learning pedagogy.

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21st Century Skills in Action: Critical thinking, creative thinking, and problem solving

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Website |  National Library of New Zealand: Supporting Inquiry Learning

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Website |  National Library of New Zealand: Supporting Inquiry Learning

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I adore this site, and feel it is a resource that would be wonderful to have in Australia. Not only do they have a lending service, and collections especially for schools, but they have thought about how much school libraries are changing to meet the needs of 21st Century Learners, and how libraries are ideally placed to promote Inquiry Learning.

This site has resources that assist Teacher-Librarians in understanding what Inquiry Learning in the library might look like, what opportunities they can provide to students, and how best to go about setting the space for Inquiry Learning to occur.

The added element of being able to explore a successful inquiry learning project that has integrated kura kaupapa Māori is highly beneficial too, as it lends itself to ideas of how to incorporate Indigenous Australia elements into Inquiry Learning projects in Australia.

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Article | Digital Storytelling for 21st-Century Skills in Virtual Learning Environments [Niemi, et al., 201

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Article | Digital Storytelling for 21st-Century Skills in Virtual Learning Environments [Niemi, et al., 201

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This article delves into a three-country study investigating students and digital storytelling. The qualitative and quantitative results show digital storytelling can create virtual learning environments, which aids in the development of 21st Century skills.

It is beneficial to read the students' experiences with digital stories, their deep engagement with their learning process, and the skills they felt they had achieved by meeting the project's outcomes.

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I first came across this site through a link to a blog that was posted to Librarian group's Facebook page in response to the rise of MakerSpaces in the library, and the move towards renaming libraries 'digital common rooms' and the like.

While the blog posts themselves are thought-provoking, the many articles and website links that the site also provides have proven to be beneficial when wanting to become more familiar with how 21st Century Skills are being incorporated into school libraries worldwide.

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Welcome to 21st Century Library Blog. This blog offers a collaborative forum for the library community, and anyone else interested in the subject of creating 21st Century libraries and librarians.
Please contribute your thoughts and opinions on this and related topics.
The Blog was established by Dr. Stephen A. Matthews, whose doctorate is in Adult and Continuing Education, Kansas State University, and later earned his MLS from Emporia State University, Emporia (KS) Campus in 1996.

In his previous career as a US Army officer, Steve served two combat tours as a helicopter pilot in Vietnam, and also had tours as helicopter flight instructor, academic instructor, unit commander, unit logistician and unit training officer. Prior to his PhD, Steve earned a master's degree in Systems Management (Peter Drucker not computers) from USC in 1982. After retiring with 25 years of military service, Steve has also been the:
* Training Director, TATCA Program, Federal Aviation Administration at NASA's Ames Research Center, Moffett Naval Air Station, CA,
* Dean, Cranford College in Hutchinson, KS,
* Director, Overland Park Campus of Kansas Wesleyan University, and
* Director, Research and Publications Division, Koch Crime Institute in Topeka, KS.

Steve has several years experience as Adjunct Faculty, Criminal Justice Department, Washburn University in Topeka, KS, where he taught three online distance learning courses in School Violence, Gangs, and Legal Liability of Enforcing School Discipline. At Emporia State University while pursuing the MLS degree, he taught presentation graphics software courses to ESU faculty and staff. Steve was an Assistant Professor of Business at Kansas Wesleyan University's Overland Park (KS) Campus where he taught Business Administration, Marketing Research and Management Information Systems courses to undergraduate students. For the first five years of this century he and his wife owned their own business developing education technology in Kansas, where he gained experience in distance education. Since early 2007, Steve has been a Library Consultant for the Utah State Library.

In June, 2014, Kimberly Matthews, then Executive Director of the Trenton (NJ) Free Public Library, took the lead of this 21st Century Library Blog and experienced almost instant growth in followers. Kimberly is also Founder and CEO of KD Matthews Consulting.

In her nearly 25 years in libraries, Kimberly has held a wide range of professional and administrative positions in a variety of academic, school, corporate, and public library settings such as the Smithsonian Institution, NASA, Washington State University, and various public library systems across the US. She has established community partnerships, worked with local government, served in library management during multi-million dollar capital projects, been the project leader of significant strategic planning processes, and implemented numerous technological innovations to improve library services.

Kimberly has served on the Executive Boards of the Central New Jersey Regional Library Cooperative and LYRASIS and participated in professional organizations including the Utah and New Jersey Library Association, and American Library Association. Through these experiences, she has developed a broad perspective on issues effecting our profession as a whole. Her advanced degrees in both Library Science and Business Administration combine to create a unique approach to the library profession. She works to promote the infusion of sound business principles into the practice of librarianship while holding paramount the values and ethics that are the foundations of the profession.

As Executive Director, Kimberly led the Trenton (NJ) Free Public Library since early 2008 through two downsizings due to budget cuts of nearly 50%. She re-engineered all internal processes for increased fiscal responsibility and economy of resources, and implemented new policies for all areas of service and operation. Before Trenton, Kimberly spent nearly a decade as a branch manager, manager of Technical Services and management team member of the award winning Salt Lake City Public Library where her numerous responsibilities included Planning Committee Chairperson that crafted SLCPL's ground-breaking 2007-2009 Strategic Plan.

Kimberly has also co-authored Crash Course in Strategic Planning with her father, Steve Matthews, published in August 2013 by Libraries Unlimited.

Now Kimberly has moved on to be the Assistant Director for Public Services, Technical Services and Marketing, Miami-Dade Public Library System - the 7th largest public library system in the U.S. - in charge of 400 employees.
Please contribute your ideas and experiences, and share what works in your library!
DISCLAIMER: Views and opinions stated on this Blog are those of the authors ALONE, who are solely responsible for all content Posted to this Blog.

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Welcome to 21st Century Library Blog. This blog offers a collaborative forum for the library community, and anyone else interested in the subject of creating 21st Century libraries and librarians. Please contribute your thoughts and opinions on this and related topics. The Blog was established by Dr. Stephen A.

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Website | P21 Partnership for 21st Century Learning: The 4Cs Research Series

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Website | P21 Partnership for 21st Century Learning: The 4Cs Research Series

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The 'Skills for Today Research Series' (2017) contains papers summarising up-to-date knowledge about teaching and assessing The 4Cs.

There are separate briefs for each (Collaboration, Critical Thinking, Creativity, and Communication) for educators and other stakeholders, and includes ideas on how to bring the 4Cs to life for students.

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Our mission is to realize the power and promise of 21st century learning for every student-in early learning, in school, and beyond school-across the country and around the globe.

As the pioneers in this movement, champions of the 4Cs (Critical Thinking, Communication, Collaboration, and Creativity), and creators of the Framework for 21st Century Learning, P21 is the premier organization ensuring every child-without exception-experiences 21st century learning.

Now Creating Even Greater Impact

And now, as a part of Battelle for Kids, P21 has even greater ability to make tangible and immediate impacts.

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As the pioneers in this movement, champions of the 4Cs (Critical Thinking, Communication, Collaboration, and Creativity), and creators of the Framework for 21st Century Learning, P21 is the premier organization ensuring every child-without exception-experiences 21st century learning. And now, as a part of Battelle for Kids, P21 has even greater ability to make tangible and immediate impacts.

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Website | TeachHub: K-12 News, Lessons & Shared Resources by Teachers for Teachers

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Website | TeachHub: K-12 News, Lessons & Shared Resources by Teachers for Teachers

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With a collection of articles, infographics, lesson plans, resources, tips and tricks, this website is an invaluable source for Teacher-Librarians and Teachers alike. That it is crowd-sourced is a bonus, as there is always something worthwhile that is either ready to go, or something that needs a bit of tweaking to suit your needs.

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What does it mean to be a 21 st century teacher? You may have heard the term "21 st century" being tossed around in the media referring to what's cutting edge in education. Beyond being up-to-date with the latest in technology in the classroom, what does a 21st century teacher actually look like? Here we will take a look at a few of the key characteristics of a 21 st century educator and some applicable teaching strategies.

Teaching Strategies: A 21st Century Educator Prepares for the Future

The 21 st century educator looks forward to the future. They are aware of the ever-changing trends in technology and are in tune of what the future may bring to education. A good 21 st century teacher is aware of the career opportunities that will be in the coming years for their students, and are always advocating towards forward thinking and planning to ensure all students will not be left behind. Lastly, the 21 st century educator must use teaching strategies to ensure that the focus in education is on preparing today's children for the future of where they will live and where they will work, not for our current world.

Technology in the classroom is ever-changing and moving at a rapid pace. The 21 st century teacher is one that moves right along with it. Technology in the classroom, whether it's for lessons, assignments, or grading, can help students learn better and faster, and help make a teacher's time more effective. A 21 st century teacher does not have to have a class set of tablets in every child's hand, or the latest Smartboard. But they can have a nice balance of educational tools in their classroom. An effective teacher knows what technology in the classroom can truly help transform their students' education. They know what the best tools are, and how and when to use them.

Knows How to Collaborate

An effective 21 st century educator must be able to collaborate and work well in a team. Working with others is an important 21 st century skill. Over the past few years, being able to collaborate effectively in the workplace has grown quite rapidly. Learning is deemed to be more effective when you can share your ideas and knowledge with others. Sharing your expertise and experience, communicating and learning from others, and being able to self-reflect is an important part of the learning and teaching process.

Is Adaptive

A 21 st century teacher is able to adapt to whatever comes their way. Teaching is a career that has pretty much stayed the same over the past few decades. The tools have changed over the years (Smartboards have replaced chalkboards, tablets have replaced textbooks) but the practice has not. The 21 st century teacher is able to look at their practice and adapt based on the needs of their students. They must be able to adapt their teaching style to include different modes of learning, adapt when a lesson fails, and adapt to new technology. They must be able to adapt to the curriculum and the requirements and be able to use their imagination to teach in creative ways.

Is a Lifelong Learner

The 21 st century educator is a lifelong learner. They don't just expect their students to be lifelong learners, but they too stay current and on top of what's new in education. Even though they may still use the same lesson plan from years before, they know how to change it to keep up-to-date with what is current. A great educator will not only embrace technology, but be willing to learn more about it.

Advocates for Their Profession

It's a critical time in education and how it and teachers are being perceived. With the common core being implemented and judged, the teaching profession is being met with a close eye now more than ever before. Instead of sitting back, a 21 st century takes a stand for themselves and advocates for their profession. They pay close attention to the important issues and talk about them with their community. They keep parents and students informed on what's going on in education and address on issues head on.

21st Century learning means teaching just as you have done in the past centuries, but with way better tools. Today's teachers have a great advantage, they have powerful learning tools at their disposal that they didn't have before. 21st Century technology is an opportunity for students to acquire more knowledge. Teachers have the ability to move away from being the dispenser of information to someone who can guide them and prepare them for their future. Ultimately, the 21 st century learner will be "learner-driven," where they choose how and what they want to learn. The teacher will serve as a facilitator and guide to help embrace 21 st century learning.
What do you think a 21st century looks like? Do you think they must have a set of specific skills and characteristics? Please feel free to share your thoughts with us below. We would love to hear what you have to say. Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.

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Teaching Strategies: What a 21st Century Educator Looks Like

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What does it mean to be a 21 st century teacher? You may have heard the term "21 st century" being tossed around in the media referring to what's cutting edge in education. Beyond being up-to-date with the latest in technology in the classroom , what does a 21st century teacher actually look like?

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Website | Kath Murdoch: Education Consultant

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Website | Kath Murdoch: Education Consultant

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An incredibly passionate & wonderfully insightful writer and researcher, this site is both helpful in terms of resources (especially professional development resources) and when needing a hit of inspiration about where to go next with an inquiry learning project.

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I am fortunate to be able to spend a lot of time in the natural environment. It is the source of my well-being and the sustenance of my curiosity. As has been noted by many, being in nature also helps keep our ego in check. It literally puts us in our place.