Brainwaves and Final Projects

studying hard by Dean+Barb, on Flickr
Creative Commons Creative Commons Attribution 2.0 Generic License   by  Dean+Barb 
I haven’t blogged about my final ECI 832 project at all because I haven’t really organized it enough to blog about. However, the last couple of weeks, things have really started coming together.

My project is a combination of App reviews and role of the Teacher-Librarian (TL) based on technology and the teaching of Digital Citizenship in schools. This past week, I attended our monthly TL meeting at our board office. Our PD was going through the new Digital Citizenship Education in Saskatchewan Schools continuum and discussing specifically what the role of the TL is in supporting and educating students with regards to Ribbles Nine Elements of Digital Citizenship. Each element was broken down to include the key considerations and the TLs were asked if those elements were essential parts of their job to educate.

One of the major points that came across consistently during the discussion was that we (teachers) are expected to teach this to students where the teachers themselves are not comfortable or even knowledgeable about digital citizenship and it’s elements. This takes me back to a conversation during one of our first classes were Katia asked “Could we not interchange the word “digital citizenship” with “treaty”. If teachers are not taught or understand the concepts themselves, how realistic is it to teach the students about it accurately.



One of the parts of my final project is to adapt the TL Role rubric developed by my school division. Under the rubric:Teacher-Librarian as Information Specialist, there is an element regarding the integration of technology into classrooms. It reads as follows:

3.  Provides support in technology- enhanced learning

EMERGING: Developing skills necessary on how to use and integrate technology instruction.  Introduces staff and students to the skills necessary to locate, access and select online resources. 

DEVELOPING: Supports the use of technology in basic activities including: use of library software, internet searches, and some applications.  Sometimes integrates online learning resources into instructional planning.

EFFECTIVE: Regularly coaches learning activities or works with individual students when applying technology by integrating it into units of study or projects. Organizes technology enhanced learning opportunities for staff as needed. Familiar with the latest advances in school based technology.

ENHANCED: Integrates technology seamlessly into the learning process. Effectively uses technology to support the teaching of curriculum outcomes and to differentiate instruction. Organizes technology enhanced learning opportunities for staff routinely. Keeps up on the latest advances in school based technology.

The current flaw with this rubric is that the focus is only on the integration of technology. If Teacher-Librarians are to be asked to help with the integration of the Digital Citizenship Continuum then our role needs to shift from just technology integration to include using technology safely and in a manner that conforms to the standards set out in the continuum. Part of my final project is to adapt the rubric to include the role of the TL in incorporating Digital Citizenship in classrooms with teachers and students.

One way of doing this is to collaborate with teachers and students. I have 3 classes that will be participants in a half day study of what digital citizenship is and how to incorporate it into their everyday lives. I will be recording my sessions and making a video to share parts of how I am teaching the students and teachers about digital citizenship.

iPhone apps sphere by blakespot, on Flickr
Creative Commons Creative Commons Attribution 2.0 Generic License   by  blakespot 

The final part of project is to review some apps and websites that support the initial part of the rubric about integrating technology. However, my integration of technology is its use in the library.

I will be reviewing the following apps:

  1. Aurasma: This augmented reality app allows users to view book reviews created by students at the school.
  2. Epic!: This app provides free ebooks to students. Teachers create an account and the app provides ebooks for students to use. They can achieve badges, track progress and has an audio book feature.

The website I will be reviewing is:

  1. Bookopolis: This site allows students to write reviews of books they have read. Reviews are shared with all students who have an account with Bookopolis. Students can also recommend books to friends and find new books for themselves to try.



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