Reflections on #NTAC13-New Tech Schools Annual Conference New Orleans

After missing NTAC 2012 due to the birth of my daughter, I felt a need to make up for lost time regarding my New Tech schools background knowledge. In particular, since I am stepping into the role of literacy coordinator this year, my number one priority for the conference was freshening up my skills in that department.

After years of cultivating an image as a 'techie' librarian, this new 'literacy' title is both a homecoming and a fresh identity. The main reason for my new professional focus is my disillusionment with education technology. When I adopted the techie label, I truly believed that tech integration was the number one need for reaching students and facilitating learning. Now, I just see technology as a tool, not a panacea. It's become part of everyday life and the education landscape for better or worse, and its something we education professionals must understand and adapt our instruction accordingly. The big downside of ubiquitous tech and constant online connection is that most students let the cloud serve as their brain. As a result, I see a decline in inquisitiveness, weaker problem solving skills, and lower attention spans for literacy tasks, which brings me to the rest of the story.

The best thing about conferences, is meeting people that practice in the same field. NTAC is full of great people and I met many literacy coordinators and English Teachers that helped me prepare for the role. However, I was very sad (and a bit worried) to discover few Library/Media Specialists in the sessions. In my 3 days at NTAC, only one person I met was a fellow librarian and this was in a session about using books for building bridges. She was the presenter of that session, and I found it to be among the most enjoyable of the conference.

In other sessions about literacy, I learned some terrific classroom strategies for developing thinking and writing skills related to literacy. However, I couldn't help feel that something was missing.

What traditional librarians (ideally) bring to the table is an orientation toward reading promotion as well as a focus on information literacy instruction. Literacy Tasks as defined by the New Tech Network are generally focused on writing. While literacy and writing are strongly connected and the practices I see employed by literacy coordinators are sound and effective, I see a lack of an emphasis on information literacy, which is basically the ability to locate information and determine whether of not it is reliable information. Information literacy is an umbrella term for a giant subset of skills that includes many New Tech outcomes such as critical thinking, real-world tasks, persistence, work-ethic, and much more.

If we truly want our students to thrive in the complex information universe of the Internet, we will have to demand more of them. This means asking students to locate reliable information on their own and use the information in a practical way. This goes beyond 'text dependent questions' and other literacy strategies.

Information Literacy instruction and PBL are certainly a natural fit. However, there are no easy answers and simple strategies. The best way forward in my view is the bring more of us librarians into the collaborative process of project design! The starting point for this collaborative process is on literacy; the fundamental questions being:

1. How to we get our students to read more and read more complicated and diverse text?
2. How can we wean them off their Googling and scrolling habits?
3. How can we coach students to be skeptical and critical about the information they encounter online?

Of course these questions are by no means the end of the discussion, but I believe we need to ask them when talking literacy tasks.

Using Hunger Games to get students ready for Biology Test

Here in Texas we are in the first year of new, more rigorous State tests. Rigor is really synonymous with higher reading skills. Having read over the released sample questions for the Biology End of Course exam, I noticed that, while science content knowledge is important, the primary skills needed are deductive reasoning, identifying main ideas and parsing and sorting information for the purpose of comparison. It is therefore more important than ever to model these skills and give students opportunities for practice.

With the enormous popularity of the Hunger Games, I decided it would be a great idea to analyze the science content of the novel and design a lesson that would do just that. This is what I came up with.

 First Step-Focus on the Questioning 

I begin the Hunger Games lesson with a Power Point that has embedded questions for the student audience. I employ a student response system (clicker) to poll the students. I emphasize that these questions are about the questions one ask along with reading. My agenda is to lead students towards asking questions about the science embedded in the Hunger Games story.

Second Step-Model the Reading/Questioning Strategies
I use a SMART Board to display a 3 paragraph passage in the Hunger Games. I explain that our goal of reading this passage is to understand the concept of Muttation, which is a fictional element of the book, with a Mutation, a real scientific concept the students learn about in Biology class. The passage is on page 42 and 43 of the Scholastic paperback edition of the Hunger Games and it is about how the Mockingjay species came into being. As a class, we read-a-loud and pause to highlight on the SMART Board the key scientific information in the passage. I and/or my co-teacher model by continually asking pertinent questions such as "MuTTation has 'mutt' in it. What's a mutt?" and "Is the Mockingjay a Muttation or is it only a Jabberjay that is a muttation?" After the read-a-loud we fill in the Venn diagram on the SMART board that compares Mutation and Muttation, with the goal of activating students prior knowledge of real-world mutations such as albino animals and comparing them with the diabolical muttations in the book.

Third Step-Students practice questioning and comparing independently
The second reading passage introduces the Tracker Jackers and is on pages 185-86 of the Scholastic edition. On the same page, I put an excerpt from Encyclopedia Britannica describing the "Killer Bees," which have many similarities to Tracker Jackers. Students have 15 minutes to read both passages aloud with a partner while highlighting key information. I encourage the students to think aloud by asking relevant questions. Some students need assistance in formulating the questions. The assignment is to fill in a Venn Diagram similar to the first example, comparing Tracker Jackers and Killer Bees. At the end we have a discussion hashing out the key questions and complete the diagram on the SMART Board.

Conclusion
I designed the lesson to have a culminating project component, but due to circumstances at my campus, was not able to use this part of the lesson. This extension involves the passage from Hunger Games (pp 331-33 in Scholastic paperback) that introduces the horrifying muttation, the Wolf-Mutt, which is a vicious dog-like creature with features of human beings. The project is to design a comic strip that depicts in logical-sequential order how these creatures may have been created. In order to accomplish this task, students need to highlight clues from the passage as well as activate knowledge about DNA and genetic engineering to make the comic realistic. It's an open question whether or not the Wolf-Mutt is an actual possibility.

At the conclusion of the lesson, I mentioned other science fiction books that have DNA in the plot, including Michael Cricton's Jurassic Park and Andromeda Strain. I am a librarian after all! I welcome all comments and will gladly share my Power Point and other documents to those that comment and/or send me an email.

Project Based Learning

I've been following the news regarding Project Based Learning for some time now. Naturally, I think it is a great idea. Then I saw this video from Edutopia, and the line that jumped out at me was "First you need to get rid of this idea called curriculum." For me this is an exciting idea, but this reality for the education bureaucracy is quite scary. I wonder how long it will take the education establishment to give up its command and control structures that stifle innovation such as PBL. Now roll the video!